Investing in the Teacher Workforce: Experimental Evidence on Teachers’ Preferences

Investing in the Teacher Workforce: Experimental Evidence on Teachers’ Preferences

Inadequate compensation is often viewed as the root of teacher workforce challenges despite teacher reports that working conditions matter more. Using an original discrete choice experiment with a national sample of 1,030 U.S. teachers, we found that support staff—special education specialists, coun...

Ausführliche Beschreibung

Gespeichert in:
Bibliographische Detailangaben
Veröffentlicht in:American educational research journal 2024-02, Vol.61 (1), p.108-144
Hauptverfasser: Lovison, Virginia S., Hyunjung Mo, Cecilia
Format: Artikel
Sprache:eng
Schlagworte:
Labor market
Teacher attitudes
Wages & salaries
Online-Zugang:Volltext
Tags: Tag hinzufügen
Keine Tags, Fügen Sie den ersten Tag hinzu!
container_end_page 144
container_issue 1
container_start_page 108
container_title American educational research journal
container_volume 61
creator Lovison, Virginia S.
Hyunjung Mo, Cecilia
description Inadequate compensation is often viewed as the root of teacher workforce challenges despite teacher reports that working conditions matter more. Using an original discrete choice experiment with a national sample of 1,030 U.S. teachers, we found that support staff—special education specialists, counselors, and nurses—play an essential role in shaping teachers’ employment preferences. Teachers value access to these support staff more than they value a 10% increase to their own salary. We also assessed teachers’ preferences regarding childcare subsidies and find that teachers treat a 10% salary increase and a childcare benefit of similar value as near perfect substitutes. To test the durability of these findings, we replicated our study 2 years later and found nearly identical results.
doi_str_mv 10.3102/00028312231208956
format Article
fullrecord <record><control><sourceid>proquest_cross</sourceid><recordid>TN_cdi_proquest_journals_2911092693</recordid><sourceformat>XML</sourceformat><sourcesystem>PC</sourcesystem><sage_id>10.3102_00028312231208956</sage_id><sourcerecordid>2911092693</sourcerecordid><originalsourceid>FETCH-LOGICAL-c312t-532f442a13396fefc8c4f462e0c04c937c94eec79a8095bff81b0b74fa849c583</originalsourceid><addsrcrecordid>eNp1ULtOAzEQtBBIhMAH0FmivrBr-y42HYoCRIoERRDlyTHrPAh3wb5E0PEb_B5fgk8BUSCK1RY7MzszjJ0i9CSCOAcAoSUKkQa0yYs91kEj8wwBcZ912nvWAg7ZUYxLABRGY4dNRtWWYrOoZnxR8WZOfELWzSnwhzo8-To4uuDD1zWFxTNVjV3x4XbxSJUjXlc_2Pj5_sHvAnkK7SUeswNvV5FOvneX3V8NJ4ObbHx7PRpcjjOXjDRZLoVXSliU0hSevNNOeVUIAgfKGdl3RhG5vrEaTD71XuMUpn3lrVbG5Vp22dlOdx3ql02KUS7rTajSy1IYRDCiMDKhcIdyoY4xuSzXKYwNbyVC2ZZX_ikvcXo7TrQz-lX9n_AFIMdu4g</addsrcrecordid><sourcetype>Aggregation Database</sourcetype><iscdi>true</iscdi><recordtype>article</recordtype><pqid>2911092693</pqid></control><display><type>article</type><title>Investing in the Teacher Workforce: Experimental Evidence on Teachers’ Preferences</title><source>Access via SAGE</source><creator>Lovison, Virginia S. ; Hyunjung Mo, Cecilia</creator><creatorcontrib>Lovison, Virginia S. ; Hyunjung Mo, Cecilia</creatorcontrib><description>Inadequate compensation is often viewed as the root of teacher workforce challenges despite teacher reports that working conditions matter more. Using an original discrete choice experiment with a national sample of 1,030 U.S. teachers, we found that support staff—special education specialists, counselors, and nurses—play an essential role in shaping teachers’ employment preferences. Teachers value access to these support staff more than they value a 10% increase to their own salary. We also assessed teachers’ preferences regarding childcare subsidies and find that teachers treat a 10% salary increase and a childcare benefit of similar value as near perfect substitutes. To test the durability of these findings, we replicated our study 2 years later and found nearly identical results.</description><identifier>ISSN: 0002-8312</identifier><identifier>EISSN: 1935-1011</identifier><identifier>DOI: 10.3102/00028312231208956</identifier><language>eng</language><publisher>Los Angeles, CA: SAGE Publications</publisher><subject>Labor market ; Teacher attitudes ; Wages &amp; salaries</subject><ispartof>American educational research journal, 2024-02, Vol.61 (1), p.108-144</ispartof><rights>2023 AERA</rights><lds50>peer_reviewed</lds50><woscitedreferencessubscribed>false</woscitedreferencessubscribed><citedby>FETCH-LOGICAL-c312t-532f442a13396fefc8c4f462e0c04c937c94eec79a8095bff81b0b74fa849c583</citedby><cites>FETCH-LOGICAL-c312t-532f442a13396fefc8c4f462e0c04c937c94eec79a8095bff81b0b74fa849c583</cites></display><links><openurl>$$Topenurl_article</openurl><openurlfulltext>$$Topenurlfull_article</openurlfulltext><thumbnail>$$Tsyndetics_thumb_exl</thumbnail><linktopdf>$$Uhttps://journals.sagepub.com/doi/pdf/10.3102/00028312231208956$$EPDF$$P50$$Gsage$$H</linktopdf><linktohtml>$$Uhttps://journals.sagepub.com/doi/10.3102/00028312231208956$$EHTML$$P50$$Gsage$$H</linktohtml><link.rule.ids>314,780,784,21819,27924,27925,43621,43622</link.rule.ids></links><search><creatorcontrib>Lovison, Virginia S.</creatorcontrib><creatorcontrib>Hyunjung Mo, Cecilia</creatorcontrib><title>Investing in the Teacher Workforce: Experimental Evidence on Teachers’ Preferences</title><title>American educational research journal</title><description>Inadequate compensation is often viewed as the root of teacher workforce challenges despite teacher reports that working conditions matter more. Using an original discrete choice experiment with a national sample of 1,030 U.S. teachers, we found that support staff—special education specialists, counselors, and nurses—play an essential role in shaping teachers’ employment preferences. Teachers value access to these support staff more than they value a 10% increase to their own salary. We also assessed teachers’ preferences regarding childcare subsidies and find that teachers treat a 10% salary increase and a childcare benefit of similar value as near perfect substitutes. To test the durability of these findings, we replicated our study 2 years later and found nearly identical results.</description><subject>Labor market</subject><subject>Teacher attitudes</subject><subject>Wages &amp; salaries</subject><issn>0002-8312</issn><issn>1935-1011</issn><fulltext>true</fulltext><rsrctype>article</rsrctype><creationdate>2024</creationdate><recordtype>article</recordtype><recordid>eNp1ULtOAzEQtBBIhMAH0FmivrBr-y42HYoCRIoERRDlyTHrPAh3wb5E0PEb_B5fgk8BUSCK1RY7MzszjJ0i9CSCOAcAoSUKkQa0yYs91kEj8wwBcZ912nvWAg7ZUYxLABRGY4dNRtWWYrOoZnxR8WZOfELWzSnwhzo8-To4uuDD1zWFxTNVjV3x4XbxSJUjXlc_2Pj5_sHvAnkK7SUeswNvV5FOvneX3V8NJ4ObbHx7PRpcjjOXjDRZLoVXSliU0hSevNNOeVUIAgfKGdl3RhG5vrEaTD71XuMUpn3lrVbG5Vp22dlOdx3ql02KUS7rTajSy1IYRDCiMDKhcIdyoY4xuSzXKYwNbyVC2ZZX_ikvcXo7TrQz-lX9n_AFIMdu4g</recordid><startdate>202402</startdate><enddate>202402</enddate><creator>Lovison, Virginia S.</creator><creator>Hyunjung Mo, Cecilia</creator><general>SAGE Publications</general><general>American Educational Research Association</general><scope>AAYXX</scope><scope>CITATION</scope></search><sort><creationdate>202402</creationdate><title>Investing in the Teacher Workforce: Experimental Evidence on Teachers’ Preferences</title><author>Lovison, Virginia S. ; Hyunjung Mo, Cecilia</author></sort><facets><frbrtype>5</frbrtype><frbrgroupid>cdi_FETCH-LOGICAL-c312t-532f442a13396fefc8c4f462e0c04c937c94eec79a8095bff81b0b74fa849c583</frbrgroupid><rsrctype>articles</rsrctype><prefilter>articles</prefilter><language>eng</language><creationdate>2024</creationdate><topic>Labor market</topic><topic>Teacher attitudes</topic><topic>Wages &amp; salaries</topic><toplevel>peer_reviewed</toplevel><toplevel>online_resources</toplevel><creatorcontrib>Lovison, Virginia S.</creatorcontrib><creatorcontrib>Hyunjung Mo, Cecilia</creatorcontrib><collection>CrossRef</collection><jtitle>American educational research journal</jtitle></facets><delivery><delcategory>Remote Search Resource</delcategory><fulltext>fulltext</fulltext></delivery><addata><au>Lovison, Virginia S.</au><au>Hyunjung Mo, Cecilia</au><format>journal</format><genre>article</genre><ristype>JOUR</ristype><atitle>Investing in the Teacher Workforce: Experimental Evidence on Teachers’ Preferences</atitle><jtitle>American educational research journal</jtitle><date>2024-02</date><risdate>2024</risdate><volume>61</volume><issue>1</issue><spage>108</spage><epage>144</epage><pages>108-144</pages><issn>0002-8312</issn><eissn>1935-1011</eissn><abstract>Inadequate compensation is often viewed as the root of teacher workforce challenges despite teacher reports that working conditions matter more. Using an original discrete choice experiment with a national sample of 1,030 U.S. teachers, we found that support staff—special education specialists, counselors, and nurses—play an essential role in shaping teachers’ employment preferences. Teachers value access to these support staff more than they value a 10% increase to their own salary. We also assessed teachers’ preferences regarding childcare subsidies and find that teachers treat a 10% salary increase and a childcare benefit of similar value as near perfect substitutes. To test the durability of these findings, we replicated our study 2 years later and found nearly identical results.</abstract><cop>Los Angeles, CA</cop><pub>SAGE Publications</pub><doi>10.3102/00028312231208956</doi><tpages>37</tpages></addata></record>
fulltext fulltext
identifier ISSN: 0002-8312
ispartof American educational research journal, 2024-02, Vol.61 (1), p.108-144
issn 0002-8312
1935-1011
language eng
recordid cdi_proquest_journals_2911092693
source Access via SAGE
subjects Labor market
Teacher attitudes
Wages & salaries
title Investing in the Teacher Workforce: Experimental Evidence on Teachers’ Preferences
url https://sfx.bib-bvb.de/sfx_tum?ctx_ver=Z39.88-2004&ctx_enc=info:ofi/enc:UTF-8&ctx_tim=2024-12-29T20%3A10%3A48IST&url_ver=Z39.88-2004&url_ctx_fmt=infofi/fmt:kev:mtx:ctx&rfr_id=info:sid/primo.exlibrisgroup.com:primo3-Article-proquest_cross&rft_val_fmt=info:ofi/fmt:kev:mtx:journal&rft.genre=article&rft.atitle=Investing%20in%20the%20Teacher%20Workforce:%20Experimental%20Evidence%20on%20Teachers%E2%80%99%20Preferences&rft.jtitle=American%20educational%20research%20journal&rft.au=Lovison,%20Virginia%20S.&rft.date=2024-02&rft.volume=61&rft.issue=1&rft.spage=108&rft.epage=144&rft.pages=108-144&rft.issn=0002-8312&rft.eissn=1935-1011&rft_id=info:doi/10.3102/00028312231208956&rft_dat=%3Cproquest_cross%3E2911092693%3C/proquest_cross%3E%3Curl%3E%3C/url%3E&disable_directlink=true&sfx.directlink=off&sfx.report_link=0&rft_id=info:oai/&rft_pqid=2911092693&rft_id=info:pmid/&rft_sage_id=10.3102_00028312231208956&rfr_iscdi=true