Academic Qualifications of Educators and Their Compensation

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Summary

Educators’ compensation is based on their academic qualifications and their experience in training. As the times change and the demand for high educational performance grows, a confusion arises on how to implement the necessary changes. Educational administrators are mandated with the responsibility to affect change in their areas of specialization. The public is equally interested in better performance from the educational institutions although they are barely informed in the assessment strategies employed to gauge performance. The old system in the USA where the teachers were remunerated based on their experience and performance orientation has been recommended as a more appropriate strategy.

Plunkett (2002) suggests a change in the mindset and cultural orientation is necessary to foresee bring forth the improvement required. However, he cautions that all the stakeholders must be committed to instigating the reliance on performance measures.

The routine of remunerating teachers based on education and experience has over time proven to be ineffective for this reason; Teachers are motivated more towards acquiring higher education and more experience at teaching not for the good of the students and pupils but for the sake of getting higher compensation. If remuneration was fashioned in such a way as to encourage performance teachers would be more inclined towards influencing good performance among students. If the center of motivation is shifted from experience and education and inclined more on performance, then there is every likelihood that students would become better at school and the society would benefit from an enhanced system of education.

Education and experience are good but not if they do not generate an outcome that is beneficial to the students. It is not logical enough to pay a teacher simply because they are better educated and more experienced is such education and experience do not reflect on students’ performance.

Issue 9, Articles 9.1-9.4
Accountability and regulation of performance in education is only the beginning, the essence of the transition process lies in the implementation phase after establishing the schools that require improvement.

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Strategies such as the Next Generation Models of accountability have been put in place to foresee the implementation of change in educational institutions. The model employs a legal centered approach to foresee students and schools’ success.

However, in an effort to structure an educational program that suits all children, there has been negligence to highly specialized students. As a result, there is a mix up in the goals and the expectations from the educational system. The system put forward as an effort to even out the gap between privileged and disenfranchised kids differ in objectives and thus the most appropriate action should be applied to the diverse needs of every academic institution.

The management of performance in public schools necessitates for accountability measures to ensure to foresee the administration of education according to the set standards. However, establishing a system that suits the diverse needs of students in terms of their academic abilities and their social economic backgrounds will always present a challenge to the goals and expectation of the education system.

The management of the education system in line with the national expectations of the outcomes may be left out due in an effort to design a system that suits all the students. The global completion in the international markets has heightened the requirements and the expectations from the academic institutions. Therefore, the educational system must focus not only to educate their children but the global competition in innovation. Thus, a multilateral approach must be employed to ensure that the diverse needs of their population are addressed accordingly. a broadcast system is evident to disenfranchise a particular population, preempting the efforts put forward.

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