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Abstract

Typical of the teaching profession is the multitude of actors that comment on and evaluate teachers’ work. Previous studies indicate that teachers feel that their work is relatively under appreciated in society. Little is known about the dynamics that explain apparent variation in this feeling. Based on data from 66,593 teachers in 25 countries we study variation of Perceived Societal Appreciation (PSA). We find robust evidence that a change within countries in PISA scores predicts a within country trend in levels of PSA. In the conclusion we critically engage with contemporary OECD policies by arguing that inducing a crisis mentality about educational quality risks accomplishing the exact opposite than what one aims for.
Original languageEnglish
Article number101833
Pages (from-to)1-12
Number of pages12
JournalInternational Journal of Educational Research
Volume109
DOIs
Publication statusPublished - Jan 2021

Keywords

  • Collective social esteem
  • Social status
  • TALIS
  • PISA
  • Multilevel analysis

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