GMR 2015

This  research  investigates  the  changes  in  the  status  of the teaching profession during  the  EFA  years (2000-present).  Using  a  modified  version of  Quinn  (1997)  as the  framework, the  study  has  used the following components to assess changes in the status of the teaching profession: credentials, induction, professional development, authority/self governance, and compensation. Teacher commitment is used as a  proxy  for  educational  quality. This study finds  that the  overall  trend  in  the  status  of the teaching profession has improved at best and unchanged at worst. While induction and professional development displayed negative trends, credentials and authority both showed positive increases. Compensation (by contract type) and commitment were unchanged. These results are influenced by the positive trends in job satisfaction. Three case studies-Indonesia, Kenya, and Morocco-provide deeper context into the complicated nature of adjusting the status of the teaching profession and introduce a framework to help mitigate potential challenges for measuring the status of the teaching profession for future researchers.