TEACHERS’ AND LEARNERS’ PROFILES: A GAP WITH IMPACT ON MOTIVATION

TEACHERS’ AND LEARNERS’ PROFILES:

A GAPWITH IMPACT ON

MOTIVATION

SIEM REAP, DEC. 2016

WHAT WE DO KNOW

• Marginalised students — girls, the disabled, ethnic minorities and those living in impoverished or rural areas — are most affected by the shortage and turnover of qualified teachers: LACK• In many regions, teacher attrition is a

bigger problem than teacher recruitment: LOSS

ATTRITION LOSS / NEW POSTS NEEDED

Arab CEE CAsia EA&P LAC NAWE SWAsia SSA0

500

1000

1500

2000

2500

3000

Attrition / New posts for UPE @2020

Replacement New posts

Source: UIS policy brief oct 2015

WHAT WE STILL DON’T KNOW WELL ABOUT ATTRITION• What are the deep reasons why teachers want

to leave teaching?• What non-salary incentives are more effective

to supply well-trained teachers to schools with more challenging environments?

FACTORS OF TEACHERS’ STABILITY• Preservice education:

quality and nature  • Quality of relationships

with members of school community

• Knowledge of professional skills

  • Presence and quality of Leadership

• Opportunities and relevance of CPD

  • Presence, quality and nature of informal/formal support

    • School culture• Employment conditions, $

structure and pathways  • Value ascribed to

teachers and teaching• Nature and complexity of

role   

• System policies   • Personality and Psychological features

• School resources and facilities

MOTIVATION: A SYSTEMIC MODEL

Objective match

between profile

and situation

MOTIVATION

Adaptive behaviour

FitnessSelf-

perception

WHEN AN OLD MINDSET AND TOOLBOX…

…MEETS A TOTALLY NEW JOB

#1: MORE DIVERSE TEACHING SITUATIONS

• Special needs children

• Rural children• Ethnic minorities• Marginalized

groups• Displaced people,

migrants, • Crisis and

emergencies• Non formal

education (literacy, preschool)

• Specialized education, e.g. TVET

#2: ICT-READINESS

#3: DISENGAGEMENT & LOW EDUCATIONAL R.O.I.

#4: GLOBALISED MINDSET

#5: FUTURISTIC LEARNING

POLICY ISSUES

1. The TEd curriculum isn’t aligned with school curriculum and 21st Century emphasis on learning.

2. Teachers are unprepared for the real student, the real classroom, the real world

3. Teachers don’t get enough support and guidance to help them evolve, especially beginning or untrained teachers.

4. Not enough candidates from diverse backgrounds are available

5. Skills for managing diversity and intercultural issues are scarce

• Sustainable horizontal, peer support networks.

• Technology-fluent teachers.• a T.Ed. Curriculum for the 21st Century• Teachers’ new mindset as learning

facilitators

TO ACHIEVE SDG/2030

INCREASE TEACHERS’ FEELING OF COMPETENCE TO WORK IN A RADICALLY

CHANGED SETTING