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Presented at EARLI sig11 2014
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The impact of teachers with graduate degrees in the Portuguese
school system
Tinoca, L.1; Reis, P.1 & Roldão, M.C.2
1Institute of Education, University of Lisbon; 2Portuguese Catholic University
Overview Context
Objectives of the study
Methodology
Results
Discussion
Context
Initial teacher training (5 years since 1980’s; since 2007: 3+2)
In-service teacher training Workshops; short-courses; seminars… (ø~40hrs) Masters in Education (since 1980’s)
Objectives
1. To characterize the distribution and typology of teachers with graduate degrees in continental Portugal
2. To analyze the impacts (in terms of use and implications) of teachers with graduate degrees on the improvement of the school system
Methodology
Sequential mixed methods design Large scale surveys (12 subscales – reliability α: 6,9-
9,1) Teachers with graduate degrees (N=4197) School directors (N=2676)
Case studies
Quadro de distribuição geral das PG
Levels National totals
Teachers with graduate degrees
Sample
Pre-K 8.343 336M+6D 244
1-4 24.640 994M+22D 845
5-6 80.845
21843+
59002
8123M+421D 2872
7-9 + 10-12
Special needs
2.325 16M+2D 236
TOTALS 116153 9.469M (8%) + 451D (0.4%)
4.197
End of 2012/13
Experience
Years of experience Frequency %
Less then 5 23 0,5 %
5 - 10 209 5,0 %
11 - 20 1900 45,3 %
21 - 30 1554 37,0 %
More then 30 511 12,2 %
Distribution by area
Area Nº of teachers % N= 4197
Specific scientific discipline
1185 28,2
Educational studies 3012 71,8
Distribution within educational sciences
Educational Sciences field N %
Management and school administration 499 11,9
Specific didactics 235 5,6
ICT 156 3,7
Supervision of professional practice 310 7,4
Teacher assessment 15 0,4
Curriculum development 73 1,7
Reasons for pursuing a graduate degree
Reasons %
Personal satisfaction 59,1
Career progression 23,4
Need to improve knowledge 55,9
Improve professional practice 53,9
Distance training opportunity 1,7
Enrolling a prestigious university 1,7
Answering new school demands (administration, assessment, ...)
12,7
Others 6,4
Did the degree answer your expectations
Did the degree answer your expectations
%
Completely 41,9
A lot 48,8
Enough 8,2
Not enough 0,9
Not at all 0,02
Reasons for choosing your research theme
Reasons %
Improve professional practice 40,5
Supervisor’s suggestion 5,4
Easy access to the study subjects 7,9
Improve my knowledge in a specific area 19,7
Motivation for the theme 47,2
Answering new school demands (administration, assessment, ...)
12,7
Others 6,4
Perceived effects of your degree
Perceived effects None + low %
High + very high
%
Improved status in the workplace 78,5 21,5
Change to new functions 82,7 17,3
Substantial knowledge increase 4,3 95,7
Space of personal renewal 6,9 83,2
Peer recognition 68,3 31,7
Self-satisfaction 4,2 95,8
Career progression 73.9 26,1
Use given to the new competences acquired (1)
Use given to the new competences acquired None + low %
High + very high %
Planning 34,6 60,6
Conception and development of pedagogical resources
26,4 73,6
Diversifying classroom strategies 23,1 76,9
Improved student-teacher relationships 34,9 65,1
Promoting new student-teacher interaction/communication strategies
25,3 74,7
Student assessment 38,7 61,3
Use given to the new competences acquired(2)
Use given to the new competences acquired None + low %
High + very high
%
Curricular and disciplinary articulation 33,6 66,4
Cooperation/integration in supervising and management structures
62,9 37,1
Relationship with the educational community 50,7 49,3
Updating personal knowledge 4,6 95,4
Improving professional performance 11,6 88,4
Society intervention 45,0 55,0
Autonomous work 12,9 87,2
Perceived constraints at the workplace
Constraints Strongly disagree + partially disagree %
Partially agree+ strongly agree %
Lack of resources to support a change in practices
50,5 49,4
Management recognition 55,9 44,1
Peer recognition 57,8 42,2
Resistance by families 91,5 8,5
Student difficulties 91,3 8,7
Perceived constraints at the workplace
Constraints Strongly disagree + partially disagree %
Partially agree+ strongly agree %
Lack of incentive policies at the school level
47,6 52,4
Lack of collaboration with other colleagues
63,9 36,1
Lack of new school organization strategies
57,1 42,9
Administrative work overload 35,7 64,3
The directors perspective
Years of experience %
11 - 20 21,4 %
21 - 30 48,3 %
More then 30 30,3 %
TOTAL 100 %
In your job as a school director do you take advantage of the teachers with graduate degrees in your school when:
Distributing school responsibilities Promoting new initiatives Consultancy to the school management team Conceiving and implementing the school’s
professional development training program Supervision and teacher assessment School assessment responsibilities
Consultancy to the school management team
NoYesn/a
School assessment responsibilities
NoYesn/a
Distributing school responsibilities
NoYesn/a
Supervision and teacher assessment
NoYesn/a
Promoting new initiatives
NoYesn/a
Discussion Significant number of teachers with graduate degrees (~10%)
Focused on self-improvement – High levels of satisfaction
Recognition of individual gains Classroom focused Administrative work overload has the main constraint
Different perspectives on school system recognition and capitalization Mostly used as promoters of new initiatives
Discussion Questions
How important is it for a teacher’s professional development to enroll in a graduate degree?
How can teachers with graduate degrees be better used to improve the school system?
How are teachers with graduate degrees being capitalized on your country?
