Author: New York (N.Y.). Department of Education
Publisher:
ISBN:
Category :
Languages : en
Pages : 32
Book Description
Teachers' New "equal Pay" Salary Schedules
Author: New York (N.Y.). Department of Education
Publisher:
ISBN:
Category :
Languages : en
Pages : 32
Book Description
Publisher:
ISBN:
Category :
Languages : en
Pages : 32
Book Description
Teachers' Salaries in New York City
Author: Citizens' Committee on Teachers' Salaries, New York
Publisher:
ISBN:
Category : Teachers
Languages : en
Pages : 288
Book Description
Publisher:
ISBN:
Category : Teachers
Languages : en
Pages : 288
Book Description
The Question of Equal Pay for Teachers
Author: New York (N.Y.). Board of Education
Publisher:
ISBN:
Category : Teachers
Languages : en
Pages : 106
Book Description
Publisher:
ISBN:
Category : Teachers
Languages : en
Pages : 106
Book Description
The Single Salary Schedule
Author: Lyle Leon Morris
Publisher:
ISBN: 9780404554132
Category : Teachers
Languages : en
Pages : 79
Book Description
Publisher:
ISBN: 9780404554132
Category : Teachers
Languages : en
Pages : 79
Book Description
Progress and Problems in Equal Pay for Equal Work
Author: National Education Association of the United States. Committee on Equal Opportunity
Publisher:
ISBN:
Category : Equal pay for equal work
Languages : en
Pages : 36
Book Description
Publisher:
ISBN:
Category : Equal pay for equal work
Languages : en
Pages : 36
Book Description
Equal Pay for Equal Work
Author: Grace Charlotte Strachan
Publisher:
ISBN:
Category : Teachers
Languages : en
Pages : 610
Book Description
Publisher:
ISBN:
Category : Teachers
Languages : en
Pages : 610
Book Description
The Patterns of Teacher Compensation
Author: Jay G. Chambers
Publisher:
ISBN:
Category : Education
Languages : en
Pages : 160
Book Description
This report presents information regarding the patterns of variation in the salaries paid to public and private school teachers in relation to various personal and job characteristics. Specifically, the analysis examines the relationship between compensation and variables such as public/private schools, gender, race/ethnic background, school level and type, teacher qualifications, and different work environments. The economic conceptual framework of hedonic wage theory, which illuminates the trade-offs between monetary rewards and the various sets of characteristics of employees and jobs, was used to analyze The Schools and Staffing Survey (SASS) database. The national survey was administered by the National Center for Education Statistics during the 1987-88, 1990-91, and 1993-94 school years. Findings indicate that on average, public school teachers earned between about 25 to 119 percent higher salaries than did private school teachers, depending on the private subsector. Between about 2 and 50 percent of the public-private difference could be accounted for by differences in teacher characteristics, depending on the private subsector. White and Hispanic male public school teachers earned higher salaries than their female counterparts. Hedonic wage theory would predict that teacher salaries would be higher in schools with more challenging, more difficult, and less desirable work environments. Schools with higher levels of student violence, lower levels of administrative support, and large class sizes paid higher salaries to compensate teachers for the additional burdens. However, some of the findings contradict the hypothesis. For example, public school teachers working in schools characterized by fewer family problems, higher levels of teacher influence on policy, and higher job satisfaction also received higher salaries. In conclusion, the results are consistent with the hypothesis that a complex array of factors underlie the processes of teacher supply and demand and hence the determination of salaries. Teachers are not all the same, but are differentiated by their attributes. At the same time, districts and schools are differentiated by virtue of the work environment they offer. Seventeen tables and two figures are included. Appendices contain technical notes, descriptive statistics and parameter estimates for variables, and standard errors for selected tables. (Contains 84 references.) (LMI)
Publisher:
ISBN:
Category : Education
Languages : en
Pages : 160
Book Description
This report presents information regarding the patterns of variation in the salaries paid to public and private school teachers in relation to various personal and job characteristics. Specifically, the analysis examines the relationship between compensation and variables such as public/private schools, gender, race/ethnic background, school level and type, teacher qualifications, and different work environments. The economic conceptual framework of hedonic wage theory, which illuminates the trade-offs between monetary rewards and the various sets of characteristics of employees and jobs, was used to analyze The Schools and Staffing Survey (SASS) database. The national survey was administered by the National Center for Education Statistics during the 1987-88, 1990-91, and 1993-94 school years. Findings indicate that on average, public school teachers earned between about 25 to 119 percent higher salaries than did private school teachers, depending on the private subsector. Between about 2 and 50 percent of the public-private difference could be accounted for by differences in teacher characteristics, depending on the private subsector. White and Hispanic male public school teachers earned higher salaries than their female counterparts. Hedonic wage theory would predict that teacher salaries would be higher in schools with more challenging, more difficult, and less desirable work environments. Schools with higher levels of student violence, lower levels of administrative support, and large class sizes paid higher salaries to compensate teachers for the additional burdens. However, some of the findings contradict the hypothesis. For example, public school teachers working in schools characterized by fewer family problems, higher levels of teacher influence on policy, and higher job satisfaction also received higher salaries. In conclusion, the results are consistent with the hypothesis that a complex array of factors underlie the processes of teacher supply and demand and hence the determination of salaries. Teachers are not all the same, but are differentiated by their attributes. At the same time, districts and schools are differentiated by virtue of the work environment they offer. Seventeen tables and two figures are included. Appendices contain technical notes, descriptive statistics and parameter estimates for variables, and standard errors for selected tables. (Contains 84 references.) (LMI)
Recommended Salary Schedule and Plans for Its Administration
Author: Citizens' Committee on Teachers' Salaries (Pittsburgh, Pa.)
Publisher:
ISBN:
Category : Teachers
Languages : en
Pages : 48
Book Description
Publisher:
ISBN:
Category : Teachers
Languages : en
Pages : 48
Book Description
Report to the Board of Estimate and Apportionment of the City of New York, by the Commission on Teachers' Salaries. October 17, 1910
Author: New York (N.Y.). Commission on Teachers' Salary
Publisher:
ISBN:
Category : Schools
Languages : en
Pages : 156
Book Description
Publisher:
ISBN:
Category : Schools
Languages : en
Pages : 156
Book Description
The Determinants and Consequences of Teacher Salary Schedules
Author: David Lee Wazeter
Publisher:
ISBN:
Category : Pay equity
Languages : en
Pages : 672
Book Description
Publisher:
ISBN:
Category : Pay equity
Languages : en
Pages : 672
Book Description