EDUC 840 Journal Critique

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Liberty University *

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840

Subject

Communications

Date

Feb 20, 2024

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docx

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Uploaded by MajorHorseMaster356

Journal Critique Whitney Young-Magee School of Education, Liberty University Author Note Whitney Young-Magee I have no known conflict of interest to disclose. Correspondence concerning this article should be addressed to Whitney Young-Magee Email: Wnyoung1@liberty.edu

Article Summary The article explores the impact of teacher pay on both educators and students. The author emphasizes that increasing teacher pay is crucial to attracting and retaining high-quality teachers, addressing teacher shortages, and improving student performance. The study begins with a problem statement that highlights the extensive responsibilities teachers shoulder to ensure effective learning, emphasizing the question of how increasing teacher pay can enhance the quality of education. The article justifies the study's importance, particularly for future educators, students, and teachers. It argues that better teacher compensation can attract more passionate professionals, ultimately improving education quality and closing the teacher shortage gap. The article contends that this issue has persisted over time due to gender inequalities and a lack of competitive compensation. It suggests that higher salaries can address these concerns and motivate talented individuals to join the teaching profession. The study explores the correlation between teacher pay and gender inequalities, highlighting the historical dominance of women in the teaching profession. The article argues that pay gaps between male and female teachers are ethical issues, emphasizing that gender pay disparities persist even at higher academic levels. Moreover, it stresses that underpaid teachers may be more likely to leave the profession, contributing to the teacher shortage. The article delves into the teacher shortage issue, attributing it to factors like the COVID-19 pandemic and pay inequalities. It suggests that the shortage affects both the quantity and quality of teachers in the workforce. To attract and retain higher-quality educators, the study advocates for higher pay and incentives. The relationship between teacher pay and student performance is another key focus of the article. It argues that teacher compensation plays a role in student academic

achievements. In particular, it discusses the concept of pay for performance (PFP), which ties teacher incentives to student success. The article suggests that PFP can attract better-qualified teachers, which ultimately benefits students. The article uses the neoliberalism framework to argue against the idea that student success depends on teacher quality. It claims that underpaid teachers are at risk of leaving the profession, impacting teacher turnover rates. The neoliberal approach, which emphasizes accountability mechanisms and institutional assessments, is criticized for potentially hindering student well-being and causing high teacher turnover due to low pay. The article concludes that teachers should be paid more for their dedication and effort, particularly since their compensation affects student outcomes. It cites empirical models that show a relationship between teacher wages and student success, countering the neoliberal view. Article Analysis The author's position is clear and well-supported throughout the article. The primary argument is that increasing teacher pay is essential to address various issues in the education system, including teacher shortages, gender pay disparities, and student performance. The author provides evidence and scholarly sources to back up their claims, making a compelling case for the need to improve teacher compensation. The article effectively highlights the multifaceted challenges that teachers face, such as their extensive responsibilities, low pay, and the gender pay gap. It provides a comprehensive overview of the issue, which is essential for readers to understand the context and complexity of

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