(Dupriez, 2015)
The article investigates how beginning teachers of French-Speaking Belgium are integrated professionally and the factors that predict exist of the teachers in the first years of their careers. A cohort study was conducted, and the analysis indicated that the rate at which the teachers exist during their first years of life is high, compared to the later years. After the first few years, fewer teachers exist in the profession. Secondary education showed a higher rate of existing as compared to primary and pre-school levels. Data collected from international literature shows that teachers with training in education are less likely to exist than teachers with no qualifications. The articles outline no link between the school’s socio-economic level and the risk of teachers leaving the profession. The study’s main results in this article indicate that over and above the characteristics of the influence of schools and teachers, there is a very close link between the work conditions presented in the first years of life and the rate at which teachers exit. Therefore, the author suggests that to mitigate teacher’s attrition and migration, school systems need to pay more attention to institutional conditions of career management.
(Price, 2017)
The article seeks to help the reader better understand the status that exists within the teaching profession. It does so by presenting a conceptual framework that illustrates knowledge-worker professionals’ four-main domains. The four domains that are described in the article include; professional benchmarks, professional discretion, workplace conditions, and room for promotions. To examine these phenomena, the author uses TALIS 2013 survey data. The data shows that the domains exist globally, but they vary in different Nations. Approximately thirty schools’ systems are looked into with the attempt to answer the research question. The data was then analyzed. It showed that the strongest domain that directly leads to a high level of teacher satisfaction with their professions is good working conditions, a chance to be recognized for the good work done, and involvement in the school decision-making process. These data shape an actional set of actions and concepts that can be utilized with policymakers to address the problem of teachers’ retention and attraction. The school leaders can also use the evidence presented in the article to improve teachers working conditions.
(Edwards, 2018)
The article addresses the problem that the world is facing in the education system. There is a serious shortage of teachers, and this could impact education negatively. Therefore, there is a need to devise novel ways to address the problem of shortage of teachers. There is a lot of economic benefits that organizations accrue from the use of tireless labor. It indicates that the same can be considered in education where school systems can look into the purchase of affordable robotics and Artificial Intelligence as done in other areas of life. There is a huge debate on the argument of how much teachers cannot be fully replaced by robotics.; which implies that for this to be achieved, robotics with personalities that can mimic real human teachers will need to be designed. The author argues that the future will need to incorporate independent robot teachers. The argument is strengthened by showing the minimum capabilities that the robots will need to have. They include social interaction, personality traits, instruction delivery, and affect. These capabilities are what the article has used to describe the design of a robot teacher. The article has also highlighted possible directions that system development and studies in the future could take.
(F.McGrath, 2017)
Teachers shortage is mostly viewed from a general perspective, but this data gets worse when comparing male teachers to female teachers. There is a shortage of male teachers, a situation that is widely known. However, the research does not review data from a specified country. The article seeks to address these by calculating the proportion of male teachers between 1965 and 2016. The data was obtained from the annual workplace. The data was separated, whereby data from government schools were reviewed differently from Non-governmental schools. There was also a separation of data from secondary and primary schools. The results showed that there was a massive decline in male teachers in government schools. A similar rate of decline is observed in both secondary and primary schools. The author comments that no workforce diversity policy seeks to address these problems. This is something that policymakers, educators, and the public should take note of. Interestingly, the decline is, however, not noticed in Catholic schools.
(Xuehui, 2018)
The article examines the importance of the teacher’s salary levels and structure. These factors affect the supply of school teachers both in primary and secondary. The same factors are also noted to affect training, attraction, and maintenance of qualified teachers of high quality. Therefore, the factors have an impact on the overall quality of teaching and education. China has embarked to reform basic education management systems. The system has ensured that primary school teachers’ salaries have financial security and increase steadily. These have seen the benefit of teachers’ quality in the country, whose supply is regarded as enough. However, there is an objective gap that exists between urban and rural teachers. Rural teachers do not get the benefits that urban teachers get, which has led to the One-way mobility of their labor. There is a need to improve teachers’ quality in rural areas by increasing their salaries and subsidies.