A Teacher's Engagement Inside the Classroom
French researcher Gérard Lassibille studied school teachers in the developing country of Madagascar. The study, "Teachers' Engagement at Work in a Developing Country", published in the Journal of African Economies, found that only in a small fraction of schools (15 percent) do the teachers consistently perform the roles deemed essential for pedagogy. And in the schools where teachers are found to be diligent, the principal is the key factor demonstrating the importance of leadership at the school level. In searching for what factors contribute to a teacher's engagement, it is only natural to find factors that may prevent a teacher's engagement. The following graph shows some of the factors studied and their measured effects on a teacher's engagement:
|Data from Teachers' Engagement at Work in a Developing Country|
The factor that affects a teacher's engagement the most is "moonlighting". A teacher taking a second job, of course, comes not only with the expected division in time and energy, but also with a divided attention and plenty of worries. A teacher who is wondering if his or her family would have something to eat for dinner is less likely to be engaged inside the classroom.
How transferable are the above findings? Apparently, the above results are similar to those in the United States of America and in Indonesia. It is very unlikely that the Philippines would be any different. This illustrates that the performance of an educational system may not be directly proportional to how much teachers are paid, but there is a threshold that must be met, a minimum wage which makes it possible for a teacher to devote one's time and attention fully to teaching.
P.S.: Well, the activity with my son - it kinda worked.