Teachers Pay Essay Example

Introduction

A teacher is a person whose work is to instruct or train students or pupils in the school, whether pre-school, Primary or high school level. The salary of teachers vary depending on the level of education one has and the level of school the incumbent is teaching from pre-school, primary and secondary level respectively. However, teachers' pay are done with exceptional work, experience and the ranks one has attained, yet there have been many issues from the teachers demanding the increase in their wages all over the world.

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Newly Qualified Teacher Salary

For instance in Wales as well as England the salary for new teachers starts at the lowest, as for the classroom teachers their wages range from PS23,720 to PS29,664 based on the area one is working on,(Granovetter, M. 2018). While on Scotland they are employed on a probational contract with minimum salaries of PS22,866 whereas in Northern Ireland the minimum scale is at PS22,243. But there are great opportunities in pay rise as you add more skills and do a commendable job basing on the performance un the classroom. When there is an increase in what teachers get paid, they get motivated by the work they are doing. The resulting is better service delivery which impacts both the learners and the society. In the same parallel, when teaching profession is valued, it brightens the next generation educators on the need to pay attention to their careers especially teaching business. They, therefore, create a mindset of giving back to society. Consequently, improved teacher pay can reduce absenteeism cases for the fact that, teachers will be motivated by the allowances given and deliver effective skills to the learners. From the survey conducted by MacLeod (2008), when teachers are paid well, they can participate in professional learning after contract hours and thereby advancing their professional levels.

Qualified Teacher Salary

The wages on teachers who are trained is divided into primary and secondary ranges after employment their salaries are increased through their competitiveness in classroom work. However, these ranges vary across different states in the UK. Teacher effectiveness and performance are linked with policies help in the achievement of academic practice. Some legislations protect teachers' salary in the teaching profession (Jackson, Rockoff & Staiger, 2014). The policies and legislation induce their ability to perform better. The implication of each system disseminates effects that critically may dismiss teachers if there are misalignment and failure to complete tasks. For example, there is an optimal firing policy which performs the function of controlling the performance of teachers' tasks. The system can dismiss teachers if they fail to play better or even control earning and additional salary costs. Teachers are, therefore, forced to elicit good results which display their role as teachers.

Consequently, personnel-related policy controls teacher contracts including dealing with teachers concerns about their salary. Pay determines the stability and performance of teachers. The system works hand in hand with teacher needs based on performance and contracts assigned and lacking the provision for educators to focus on achieving student improvement. The compensation based on performance has led to less collaboration with the school and its environment.

Unqualified Teacher Salary

These are people who have not attained the professional teaching qualities from approved colleges. They teach first before going to college. They are normally paid by six point pay scale that is harmonized by the government's School Teachers' Review Body. In this, the teachers who are unqualified are at the discretion of the academy that has employed them and with pay rise depending on the work of the inexperienced teacher. This six scale salary ranges from PS17,208-27217 in both England and Wales however the London rates are different from others. Northern Ireland is PS14,151, and an increase of PS1000-4000 is assumed to cut across all these states.

Supply Teacher Salary

Since the teaching job is not promising in the whole year, supply teachers are recruited, and these are paid, and this is done by calculating a pro-rata by the division of their annual wage by 195 days a teacher is needed to be in class per annum. However, Wales and England give three central payments basing on the stages of training and performance. The instructors merit a pay rise for they are the ones that teach and shape the future of our children. They introducing in them the social morals and mentorship, those gauds their way through their future, are the reason why teacher are found all over the world. The part of instructors in the development of our society cannot be overruled; the pay rise will motivate the present teachers and also drive our younger generation to join the noble profession. For a production without teachers will produce a generation of fools. Some of the essential functions of the teacher include planning for their lessons and also monitoring the student that are under their care. For the profession to be respected, the sick pay for the teacher should be increased. Considering the difficulty they face in the class. This makes teaching to be one of the difficult jobs in the world that have small pay. This motive should be changed for both the politicians and the teachers are in the same country with the same economy.

These are:

Unqualified-PS16,626-PS26,295

Main-PS22,917-PS33,824

Upper-PS35,927-PS38,663.

Conclusions

The quality of teaching can be affected by the rate of their pay; this shows that the higher their pay, the more motivated they will be to carry out their duty effectively. Without any fair, the rise in the payment of teachers will improve the state of learning in our public schools. This can also make teachers form the rural public school not to look for a job in urban centers because they are paid the same amount. The pay rises can also cause enhancements in the applicant rate which can lead to an increase in the quality of new-hiring methods.

References

Eide, E., Goldhaber, D., & Brewer, D. (2004). The teacher labor market and teacher quality.

Oxford Review of Economic Policy, 20(2), 230-244. Retrieved from https://academic.oup.com/oxrep/article-abstract/20/2/230/344278

Jackson, C. K., Rockoff, J. E., & Staiger, D. O. (2014). Teacher effects and teacher-related

Policies. Annu. Rev. Econ., 6(1), 801-825. Retrieved from https://www.annualreviews.org/doi/abs/10.1146/annurev-economics-080213-040845

MacLeod, M. J. (2008). Teachers' perceptions of positive and negative outcomes of differentiated pay (Doctoral dissertation, uga). Retrieved from https://getd.libs.uga.edu/pdfs/macleod_mary_j_200808_edd.pdf

Mehta, J., & Doctor, J. (2013). I am raising the bar for teaching. Phi Delta Kappan, 94(7), 8-13. Retrieved from http://journals.sagepub.com/doi/abs/10.1177/003172171309400703