ILOCOS SUR POLYTECHNIC STATE COLLEGE

Tagudin Campus

MODULE

Module 7: A Closer Look at the Teachers and the Teaching Profession in the
ASEAN and Beyond
Intended Learning Outcomes:
1. Draw a holistic picture of the teachers and the teaching profession in the
ASEAN.
2. Appreciate the similarities of the characteristics of the ASEAN teachers and
teaching profession as these respond to global standards.
3. Compare the ASEAN teachers and teaching profession with the three
countries of the world – Japan, China and the United States of America.
4. Review the Global Teacher Status Index and learn lessons from it.

Introduction
This lesson discusses the current situation, circumstances, teaching work
place, qualifications, career pathways, benefits and other factors that influence
quality education. This lesson will provide a clear landscape of how it is to be a
teacher here and abroad. The lesson will focus on the teachers in the 10-member
state of the ASEAN: Brunei, Cambodia, Indonesia, Lao PDR, Malaysia, Myanmar,
Philippines, Thailand, Singapore and Vietnam.

Teaching as a profession will be the focus of this lesson to provide a clear

view of professional practices for purposes of comparison and development of
mutual respect among countries.
Furthermore, excepts from the first Global Teacher Status Index shall be
included in this lesson to provide a global picture on the world’s respect for and trust
in teachers and the profession.

THE ASEAN: ONE VISION, ONE IDENTITY, ONE COMMUNITY

Let us now look closely at the teaching profession and professional of the ten
ASEAN member countries as a whole.

A. The Levels of Schooling as a Teaching Meliu

In all the countries, in the ASEAN, the levels of formal schooling in the
educational system are as follows.
1. Primary Level is composed usually of Pre-primary (Play-School,
Pre-K, Kindergarten) and the Primary Level which is composed of Grade 1
aged 6 yrs. old; Grade 2 aged 7 yrs. old; Grade 3, aged 8 yrs. old, and Grade
6 aged 11 yrs. old.
In the Philippines, the label primary level refers to elementary level.
The elementary level has two sub-levels, the primary grades which include
Kindergarten to Grade 4 and the intermediate grades which include Grade 5 and
Grade 6.

Course Code: EDUC. 109

Descriptive Title: The Teaching Profession Instructor: Dr. Shirley P. Palma
ILOCOS SUR POLYTECHNIC STATE COLLEGE
Tagudin Campus

MODULE
2. Secondary Level follows the primary level. Generally across the
ASEAN it is composed of Junior High School and the Senior High School.
The graduate from the senior high school can proceed to college or find a
job appropriate to the qualification. However, there are slight variation in
some countries such as Lower Secondary Level is 3 years with Grades 7,8
and 9 while the Upper Secondary Level is composed of Grades 10,11 and
12.
In the Philippines, the Junior High School is composed of Grades 7,
8, 9 and 10 while Grades 11 and 12 belong to the Senior High School.

Variations in the number of years in basic education level across the ASEAN
members.

Variation Levels of Schooling and Number of Years

Primary/Elementary Lower Upper Total Countries
Secondary Secondary number (as of
of 2013)
Years
Version 1 5 yrs 4 yrs 3 yrs 12 yrs Lao PDR
Version 2 5 yrs 4 yrs 2 yrs 11 yrs Myanmar
Version 3 6 yrs 3 yrs 2 yrs 11 yrs Malaysia
Version 4 6 yrs 3 yrs 3 yrs 12 yrs Brunei,
Cambodia,
Indonesia,
Thailand,
Vietnam
Version 5 6yrs 4 yrs 2 yrs (pre- 12 yrs Singapore,
university Philippines
for
Singapore)
*ASEAN State of Education Report, 2013

In summary, basic education levels in most ASEAN countries have 12 years

of formal schooling, divided into primary, lower secondary and upper secondary
levels. All primary education levels are compulsory, while in some countries the
secondary level is voluntary except the Philippines. In Singapore, the last two year
levels are pre-university levels. For the secondary levels; there is a variation of 5, 6
or 7 years which are either labelled as middle school, junior high school, senior high
school or lower or upper secondary level. There is universal kindergarten and pre-
school education for all. The number of years in the primary is from the 5 to 6 years.
The basic education levels of Elementary/Primary and the Secondary levels
will provide the future jobs of teacher education pre-service graduates.

Course Code: EDUC. 109

Descriptive Title: The Teaching Profession Instructor: Dr. Shirley P. Palma
ILOCOS SUR POLYTECHNIC STATE COLLEGE
Tagudin Campus

MODULE
[Link] level is the college level which is beyond the basic education in all the
countries in the ASEAN. It is the ladder of educational system where the student
earns a bachelor’s degree in teacher education, which is a requirement to take
a licensure examination to become a professional teacher.
In the Philippines, the Technical Education and Skills Development
Authority (TESDA) provides diploma and training certificates for lifelong
learning. The agency also assists in the implementation of the senior high
school technical-vocational tracks.
The pre-service teacher gets appropriate qualification degree in the
tertiary level in order to teach in either the elementary or secondary levels of
the education system in either the public or private school in a particular
country. In addition to the degree, most countries have specific recruitment
policies and guidelines.

B. The Teacher Professionals Across the ASEAN

1. Academic Preparations of Teacher Professionals in Basic

Education

The admission to pre-service teacher education varies from the

graduates of Grade 9 or Grade 12. In remote places of Lao PDR, Indonesia,
Myanmar, and Cambodia, pre-school, pre-primary of kindergarten of future
teachers can have 9 years of basic education (Grade 9) and get an
advanced training for 3 years to become teachers (9 yrs of basic education
+ 3 years teacher preparation) or 10 years of basic education plus 3 years
of teacher preparation.

For teachers of lower secondary level, future teachers should have 12

years of basic education and 2 years of teacher preparation to earn a
Diploma in Teaching.

For upper secondary level, the requirements is 12 years of basic

education plus 4 to 5 years of teacher preparation to earn a Bachelor’s
Degree. However for non-education degree graduates they can take the post
graduate diploma in Education/Teaching. This will mean an equivalent to 12
years of basic education plus 4 to 5 years of Baccalaureate Degree plus one
year of Graduate Diploma.

Almost all teacher education provides a teaching practicum, student

teaching or field experiences course. This will provide them the opportunity
to apply the theories and concepts in the content and pedagogy courses in
real class situation.

ASEAN countries have comparable academic teacher education

preparations, however there are those who have gone beyond their

Course Code: EDUC. 109

Descriptive Title: The Teaching Profession Instructor: Dr. Shirley P. Palma
ILOCOS SUR POLYTECHNIC STATE COLLEGE
Tagudin Campus

MODULE
borders, while others are still strengthening their program. Differences are
according to the context and needs and the education system of the
particular member country, their history culture and aspirations. Here are
some commodations in the teacher preparation.

2. Components of Teacher Preparation

Qualified, professionally trained, motivated and well
supported teachers are the key to quality education. The future
teacher’s academic preparation should be responsive to this call.
Common to all the ASEAN countries, are four important
components which are being addressed in the preparation of
teachers:

a. General Knowledge and Understanding – This cluster of

knowledge and understanding are embedded in the general
education or liberal arts education subjects in college as
preparatory to the core content subjects in the liberal education
provides the development of the person-hood of the future
teacher. (What to know about Oneself and World)
b. Pedagogy – This component privides variety of teaching delivery
approaches beyond the traditional methods of teaching. The more
innovative methods including student-centered approaches,
cooperative learning, project-based learning and many more
based on international values to enhance, peace education,
sustainable development, respect for diversity, inclusive
education, and global citizenship. Pedagogical theories and
principles are also included. (How to Teach)
c. Teachning Practicum/Experimental Learning – In this cluster,
knowledge, theories, principles and pedagogies learned are
validated in real life situation as teachers. In all ASEAN countries,
teaching practicum and experimental learning are required as a
component of training or for certification to teach. (Immersion to
the real world of teaching/practicum/teaching internship)
d. Specialized knowledge/Major courses- for those who will teach
the content or discipline in the upper elementary or the secondary
levels, major content courses are learned. For the early years pre-
school to Grade 3, a more comprehensive knowledge of child
growth and development is given emphasis. (What to teach in
specific discipline or subject area)

The common degree titles include Bachelor of Education (BEd);

Bachelor of Elementary Education (BEEd); Bachelor of
Secondary Education (BSEd); and Diploma in Education either
Pre-baccalaureate/Post Graduate (PGDip). There are variations
from country to country.

Course Code: EDUC. 109

Descriptive Title: The Teaching Profession Instructor: Dr. Shirley P. Palma
ILOCOS SUR POLYTECHNIC STATE COLLEGE
Tagudin Campus

MODULE
Several standards and competencies were developed as a guide for
all teachers some of which will be discussed in detail in the
succeeding lesson. But the most common are standards that
revolve around or anchor on the ff. domain:
1. Skills in the 21st Century
2. Professionalism and accountability
3. Pedagogical competence
4. Teacher’s characteristic/qualities
5. Knowledge competence

C. The Teaching Profession Practices in the ASEAN

1. Teacher’s Major Responsibilities

There are 3 major responsibilities of professional teachers
across the different countries. These are (1) Actual teaching, (2)
Management of learning and (3) Administrative work. All these
responsibilities have to be carried out in the teaching hours
required which is 6-8 hours per day, 40-45 hours per week, 4
weeks per month and 10 months per year. In between the
teaching days, are holidays specific to the country which may
either be civic holiday or religion holidays.

• Actual Teaching - refers to the time of engagement of the

teacher with the learners. This happens within the official
teaching hours. The actual teaching hours vary from country to
country and from school to school. Sometimes actual teaching
refers to contact time or on task.
• Management of Learning – refers to activities that support the
actual teaching. This can be beyond actual teaching time like
remediation or enhancement, homework, or co-curricular
activities.
• Administrative work – refers to the teacher’s job that include
writing test items, checking and recording of test paper results,
attending to parents, making reports and other related
activities.

With all the responsibilities that the teacher is required

to do, the salary of the teacher varies across the different
countries. In the ASEAN teacher’s salary ranges from as low
as USD 120.50 to as high as USD 2,589.00 per month or even
higher as in the case of Singapore which is around $45,755.00
per year according to the Global Teacher Status Index Report.
Salary is based on qualification, teaching experiences and level
or grade assigned. Teaching in the public schools will also have
a different salary scale. In some countries, there are fringed

Course Code: EDUC. 109

Descriptive Title: The Teaching Profession Instructor: Dr. Shirley P. Palma
ILOCOS SUR POLYTECHNIC STATE COLLEGE
Tagudin Campus

MODULE
benefits provided like hardship pay, maternity pay and other
bonuses.

In the primary level, teachers handled more than one

specialized subject. In fact in some countries including in the
Philippines, all the subjects in the grade level is taught by one
teacher in a self-contained classroom. In some cases, team
teaching is practiced either vertically or horizontally. In the
vertical team teaching, for example Elementary Science will be
taught by one science teacher from Grade 1 to Grade 6, while
for the horizontal team teaching, science will be taught by one
teacher in one level with different sections or groups. On the
other hand, in the secondary level, the teacher teaches the
specific subject area or major area in the same level or in
different grade levels, too.

2. Teacher Licensing and Recruitment

Most teachers are licensed as professional or are

certified to teach by the country’s appropriate agencies. Those
who are not certified or licensed become para-professionals or
assistant teacher. In the Philippines, it is the Professional
Regulation Commission (PRC) while in Singapore it is the
National Institute for Education (NIE). In Thailand, it is the
Teacher Education Council (Khurusapha) that gives a licensure
test for teacher applicants while in Indonesia, Akta IV teacher
license is given by the teacher colleges for an authority to teach.
In other countries where no licensing is provided, certification is
issued instead. This is done by the Ministry of Education or the
teacher education colleges or universities.

Teacher recruitment process and qualifications are guided

by the Ministry of Education for the public schools and the
individual private schools under the guidance and policies of each
country’s ministry.

D. The Teacher and the Teaching Profession Beyond the ASEAN

“Benchmarking is learning the best from the best practices of the

worlds’ best educational system.”

There are three examples of countries beyond the ASEAN.

These are China, Japan and the United States of America. These
countries were included as sample in the 2013 Global Teacher Status
Index. Let us find out how their teaching profession are similar to the
ASEAN.

Course Code: EDUC. 109

Descriptive Title: The Teaching Profession Instructor: Dr. Shirley P. Palma
ILOCOS SUR POLYTECHNIC STATE COLLEGE
Tagudin Campus

MODULE
1. China
China being the most populous country has over 200
million students attending public schools taught by over 9 million
teachers in the elementary, junior, and senior high schools.
Teachers in China form the largest teaching force in the world.
(Wang, 1996; Nanjundiah, 1996) The education system is highly
centralized such that course syllabi are written by scientist and
professors hired by the National Educational Commission. The
subject matter and instructional contents are uniform for all. The
first six years of school make up the primary grades which are
devoted to development of cognitive skills. This is followed by
another six years of highschool. Class size ranges from 40 to 60
students and the students have to cover all topics in order to pass
national examination.

Students wishing to attend university must pass one of the

two versions of the National University Entrance Examination.
The quality and reputation of the school will depend on the
number of students passing the examination (Changbin. 1995;
Kwang, 2000)

Education, one of the fundamental Chinese traditions,

entered a new era of deep transformation after 1949. Education
was used as a vital tool for centralized and unification of the
country. The new educational system includes:
• Six years of primary education.
• Three years of junior middle school, three years of
senior middle school.
• Six years of university.
• Varieties of technical and vocational schools.

The political and ideological orientation of teacher

education is “”to cultivate cultured person as teachers with lofty
ideals, high morality, strong discipline, a sense of mission as
educators, engineers of the human soul and the gardeners of the
nation’s flowers.” (Leung and Hui, 2000)

There are two main categories of teachers in China, based

on the source and structure of their salary or pay. The first
category is the gongban (state-paid) teachers who earn salary
comparable with other state employees in state-owned
enterprises. The second category is the minban (community-paid)
teachers who are paid by local community depending on the
community income.

Course Code: EDUC. 109

Descriptive Title: The Teaching Profession Instructor: Dr. Shirley P. Palma
ILOCOS SUR POLYTECHNIC STATE COLLEGE
Tagudin Campus

MODULE
State-paid teachers are categorized into grades according
to their years of service and their standard performance. The five
grade system are as follows:
• Super-grade teachers – highest level which occupy the upper
level of 5% of the teaching force.
• Senior-grade teachers occupy 6% of the teaching force in 1990
where most of the primary level teachers belong.
• Third-grade teachers.
• Second-grade teachers include the majority of the secondary
teachers.
• First-grade teachers – some of the newly hired primary teachers.

China’s Teacher Learning

The examinations are standardized for the secondary teachers
by the central government, while examination for the elementary
teachers are the responsibility of each province. Generally, primary
teachers should have at least graduated from secondary normal
schools or senior secondary school while the junior secondary teachers
should at least have a teaching diploma from junior teacher colleges.
The senior secondary teachers shall graduate from a normal university
or teacher colleges and holder of degrees from tertiary institutions.

Chinese Teachers Enjoy Unquestionable Authority

The general assumption in the Chinese society is that the
teacher tells the single and absolute truth, and the job of the students is
to absorb the knowledge, conveyed by the teacher without question.
While some subjects like English or Mathematics provide opportunities
to practice, the structure of the lesson, their page pace, and the nature
of questioning is determined by the teacher. it is a common experience
of students to complete a 45 minutes class period without having talked
once, or called individually or was able to raise a question. Students
are guided by the following tenets:
• Important knowledge comes from teachers and textbooks.
• Learning involves listening, thinking and silent practice.
• Knowledge espoused by the teacher and the textbook is
not to be challenged.
Because of the cultural uniqueness in delivering the lessons by
the teachers, China Ranked 1 in the Global Teacher Status Index, where
teaching profession is regarded equal to the doctor. This will further be
explained in the next section of the lesson.

Course Code: EDUC. 109

Descriptive Title: The Teaching Profession Instructor: Dr. Shirley P. Palma
ILOCOS SUR POLYTECHNIC STATE COLLEGE
Tagudin Campus

MODULE
2. Japan
The Japanese education system is highly centralized and is
administered by the Mombusho or Ministry of Education. The school
system from kindergarten through university serves about 24 million
students, with about ten percent (10%) going to the university. About
one-third go to the private schools and the rest are enrolled in the
public school system.

The Japanese educational system is sometimes seen as a

model on how to operate schools. The system gives us a mental
picture of obedient, quiet school children sitting on their desks,
listening to the teacher and working hard to pass the various entrance
examination.

In 2005, a book Japan in the 21st Century: Environment,

Economy and Society states:

“Japan’s educational system produces students who perform

far better on international examinations … Japanese students are
indisputably among the best in the world in solving mathematical
equations… Youngsters are well behaved, envied around as law-
abiding; Japan’s low crime rates are well-known and widely envied
around the world. But what is even more striking than the lack of
crime is the overwhelming civility; graffiti and vandalism are rare and
school sports teams not only bow to each other before the game but
rush over to the opposing team’s stand after the game to pay their
respect.” (The Japanese Educational System)

In Japan, education is free and compulsory for children from 6

to 15 years. Classes are large and teaching methods are usually
lectures. Japanese students spend 243 days a year in school. The
school calendar is year-round with some breaks between sessions.

Standard curriculum includes Japanese language, social

studies, math and science along with the art, music, home
economics, physical education, with the greatest emphasis on
learning the Japanese language.

The Japanese educational system is divided into five basic

levels: kindergarten, elementary school (six years) lower secondary
level (three years) upper secondary levels (six years) and university
(usually around four years). Elementary school covers six years of
schooling from Grade 1 to Grade 6. Most of the teachers are female.
Lower secondary schools cover grade 7, 8, and 9. Men compose two-
thirds o$$f the teachers in this level. Class size average is 38 and the
periods are 50 minutes long.

Course Code: EDUC. 109

Descriptive Title: The Teaching Profession Instructor: Dr. Shirley P. Palma
ILOCOS SUR POLYTECHNIC STATE COLLEGE
Tagudin Campus

MODULE
Upper secondary schools offer academic, technical and
vocational programs. The first year courses include Japanese
language, English, Science and Math. Vocational course includes
information processing, navigation, fish farming, ceramics and
business English. The upper secondary schools are ranked based
on their success in placing graduating students into prestigious
universities.

The Teaching Profession in Japan

The Japanese teachers are an essential element in the success story of

the country. Major responsibilities are entrusted upon the teachers for moral
education and character development and for instilling values, attitudes and
living habits in students at all levels. Teachers are expected to infuse cultural
values throughout school activities including student’s lives, both in school or
even at home and community.

Ever since teaching has been an attractive profession in terms of status.

The appeal of teaching career has heightened because of increase of
remuneration. According to the Global Teacher Status Index in 2013, the
average annual salary of teachers in Japanese is equivalent to $43,775.00
annually, which is second to Singapore.

Teaching is one of few lifetime professional career opportunities readily

available to women in Japan. Ninety percent of the new teachers have four
years college degrees with most having majored in other areas than education.
They fill up one third of the openings in the elementary level, two thirds at the
lower secondary level, and nearly nine-tenths at the upper secondary level.

Teacher Certification in Japan

There are different legal requirements for certification to teach in the pre-
school, elementary school, lower secondary school and upper secondary school.

First Class Certificate is issued to teach in the preschool, elementary

or secondary teachers with basic qualification of having earned a Bachelor’s
Degree. To teach in the upper secondary level, the basic qualification is a
Master’s degree.

Second Class Certificate – has a basic qualification of 2 years of study

(62 credit units) in a university or other post-secondary institution. While to
teach in the secondary level, without a master’s degree, the Second Class
Certificate will be issued.

Course Code: EDUC. 109

Descriptive Title: The Teaching Profession Instructor: Dr. Shirley P. Palma
ILOCOS SUR POLYTECHNIC STATE COLLEGE
Tagudin Campus

MODULE
In addition to the length of study and degree qualifications, prospective
teachers must earn a prescribed number of credits in education studies and in
the subjects to be taught.

Becoming Employed as a Teacher

Most of the public-school teachers are prefectural employees even if

they teach in municipal schools. Prefectures play an important role in the
selection and hiring of teachers. In addition to completing a degree, the teacher
applicant must secure a license to teach from the prefectural board of
education. A license awarded by any prefecture is valid in all prefectures.
However, applicant is required to take prefectural appointment examinations.

A prefectural appointment examination is given in two stages. First

stage, consists of written tests in general education and specialized fields and
skills test for P.E. Music and Art. All applicants for lower secondary teaching
jobs are required to take a test in physical fitness. Second stage consists of
interviews.

Age is a very important consideration for teacher applicants. More than

one half of the prefectures require applicants to be under the age of 30. But
once the applicants gain entry to the teaching profession, they are assured of
lifetime employment. They are promoted essentially on the basis of seniority,
as in all public sector and most major private corporation employment. Because
of the lifetime employment policy, all prefectural and municipal boards of
education are very careful in selecting new teachers. Dismissals are extremely
rare and normally occur only for unethical conduct.
Teachers are rotated from one school to another within the prefecture.
On various schedules.

[Link] States of America

The American Educational System has greatly influenced the
Philippine Educational System specifically the making of the Filipino
teacher. the coming of the first American teachers called the
Thomasites and the opening of the normal schools in different
provinces of the country provided a very strong foundation for teacher
education.

This section will present the current scenario about the teaching
profession in United States of America.

Course Code: EDUC. 109

Descriptive Title: The Teaching Profession Instructor: Dr. Shirley P. Palma
ILOCOS SUR POLYTECHNIC STATE COLLEGE
Tagudin Campus

MODULE
Basic Education, the Avenue for Teaching Jobs in USA

The levels of education in the U.S. are similar to those in other countries including
the Philippines
• Pre-primary education – type of school providing this education are
kindergarten, nursery schools, preschool programmes, child/day care
centers. Age level is 4-6 years old and the duration is 2 years.
• Primary education- elementary school – there are varied levels of
schooling in primary education.
• Middle school education – Grades 4-6, 5-7, or 6-8.
• Secondary education – high school – Grades 7-12 or 8-12
• Junior high school. Grades 7-8,7-9, or 8.
• Senior high school. Grades 9-12 or 10-12

Duration of compulsory education is from entry of 6 years old to exit of 18

years old.

Becoming a Professional Teacher in the USA

Pre-service students who are preparing to teach in any of the above

grade levels have to attend a college or a university for four years, major or
minor in education and earn a teaching certificate. It is possible to earn a

teaching degree after graduation by taking additional courses post-

baccalaureate or by entering a Master of Arts in Teaching program.

Earning Teaching Certificate. United States of America has a

decentralized educational system and each State Education Agency (SEA) has
its own guidelines and requirements for earning and maintaining a teaching
certificate. A teaching certificate earned in one state may or may not be
recognized in another. There is an increasing practice requiring that prospective
teachers demonstrate some minimal level of competency by passing a
competency test before they are allowed to enter the profession. This
examination is the National Teacher Examination (NTE) or on Praxis I or Praxis
II written test. Many states, now require that teachers also renew their
certification by continuing to take “renewal credits”. Permanent certification to
granted if the teacher performs adequately according to the standards
established by the state.

Recruitment of Teachers. After following the successful completion of

an application process, a superintendent approves the applicant and then
forwards a recommendation to hire to the local school board. Once signed, a
teacher has a legally binding contract to work, unless guilty of a crime, fails to
show teaching competency, or demonstrates egregious professional conduct.

Course Code: EDUC. 109

Descriptive Title: The Teaching Profession Instructor: Dr. Shirley P. Palma
ILOCOS SUR POLYTECHNIC STATE COLLEGE
Tagudin Campus

MODULE
He/She is expected to complete teaching during the term of his/her contract.
With exception for pregnancy, medical leaves and unforeseen emergencies.

Salaries of Teachers. The salary range for teachers is determined by

education and experience as by locale. Teachers who have earned “masters
plus 30 doctorate units” earn more than those with master’s degrees receive a
higher salary than the bachelor’s degree holder. Merit pay has been adopted
by some school districts, those who teach in sub-urbans school districts or large
towns typically earn more than teachers in either urban or rural districts. Some
teachers work at another job during the school year or summer. On the average
according to the Global Teacher Status report, the average income of teacher
$44,917.00.

What makes a Good American Teacher?

The definition of a “good” teacher slightly differs among levels. Those working
in elementary schools seemed more child-focused in their discussions and believed
that a good teacher is a king person, one who is “understanding” and “sensitive to the
needs of children.” The secondary school teachers generally consider themselves
subject-matter specialists. Good teachers have to know how to teach their subjects. It
is a plus if students like a teacher. some feel that having a sense of humor and an
ability to handle a class increase the likelihood that students would learn, but the
teacher’s primary responsibility is to teach.

Middle school teachers pointed out that many schools are changing from junior
high to a middle school model because young adolescents still need the support of
family like concerns. The middle school teachers, therefore, as a team should be able
to give more personal attention to middle school learners.

E. The Global Teacher Status Index of 2013

In 2013, the Varkeys GEMS Foundation, a non-profit organization
registered with the Charity Commission for England and Wales
conducted the first ever Global Teacher Status Index. The study polled
21 countries all over the world that include: Brazil; China; Czech
Republic; Egypt; Finland; France; Germany; Greece; Israel; Italy; Japan;
the Netherlands; New Zealand; Portugal; Turkey; Singapore; South
Korea’Spain; Switzerland; United Kingdom; and United States of
America. These countries were chosen on the performance in PISA and
TIMMSS to represent the major continents of the world.

The index determined the level of respect afforded the teachers

in the specific country. The data included profile of teacher respect;
teaching as sought after profession; contextualized understanding of
teacher status; and views on pupils respect for teachers. China, South

Course Code: EDUC. 109

Descriptive Title: The Teaching Profession Instructor: Dr. Shirley P. Palma
ILOCOS SUR POLYTECHNIC STATE COLLEGE
Tagudin Campus

MODULE
Korea, Egypt, and Greece respect their teachers more than other
European and Anglo-Saxon countries, while Israel and Brazil featured at
the lower end of the Teacher Global Index.

Table 3: Global Teacher Status Index, 2013

Country Index Rank Country Index Rank

Rating Rating
China 100 1 Spain 30.7 12
Greece 73.7 2 Finland 28.9 13
Turkey 68.0 3 Portugal 26.0 14
South Korea 62.0 4 Switzerland 23.8 15
New Zealand 54.0 5 Germany 21.6 16
Egypt 49.3 6 Japan 16.2 17
Singapore 46.3 7 Italy 13.0 18
Netherlands 40.3 8 Czech Republic 12.1 19
USA 38.4 9 Brazil 2.4 20
UK 36.7 10 Israel 2.0 21
France 32.3 11 Nothing follows

Some of the key questions asked in the survey were:

1. How teachers are respected in relations to other professions?
2. What is the social standing of teachers?
3. Will parents encourage their children to be teachers?
4. Is it perceived that children respect their teachers?
5. What people think teaches ought to be paid?
6. Should teachers be paid according to the performance of their pupils?
7. How much are teachers trusted to deliver a good education to children?
8. What is the degree of trust that people have on their education system?

Answers to the above questions were collated and clustered in three

sections which are Teacher Status, Perception of Teacher Reward and
Teacher Agency and Control.

1. Teacher Status
Social Status of Teachers. Contextual understanding of the teachers
status was done by ranking teaching along side other professions in the
country.
• Two thirds of the country judged the status of teachers to be most
similar to social workers (Germany, Italy, Spain, Switzerland and the
Netherlands). The second closest status was to librarians (USA, Brazil,
France, Turkey) and in New Zealand, people think that the job of
teaching is most similar to nursing. Only one country (China) think of
teachers as being most closely compared to doctors. The results seems
to show the type of work the teachers do in the different parts of the
world.

Course Code: EDUC. 109

Descriptive Title: The Teaching Profession Instructor: Dr. Shirley P. Palma
ILOCOS SUR POLYTECHNIC STATE COLLEGE
Tagudin Campus

MODULE
However, to determine the social standing of the teaching profession in
the order of how they are respected, the results show that:

• There is a higher regard of teachers in the primary/elementary

school teachers than in the secondary school teachers, and head
teachers against 14 other occupations included.

Teaching: Sought-After Profession. When parents were

asked if they could encourage their children to become
teachers, the summarized answers are as follows:

• 50% of parents in China provide positive encouragement for

child to become teachers. China is joined by South Korea,
Turkey, and Egypt while parents in Israel, Portugal, Brazil, and
Japan are least likely to encourage their children to become
teachers.

Pupil Respect for Teachers Parents were asked to respond

whether they believe that teachers are respected by their pupils.

• In China, 75% of the respondents believe that students respect

their teachers, compared to only 27% average per country.

• Turkey, Egypt, and Singapore have a high level of belief that

pupils respect teachers with an average of 46%.

• Across Europe, there are higher levels of pessimism about

students’ respect for teachers than in Asia and the Middle East.
In most of the European countries, respondents thought that the
pupils disrespect teachers than respect them.

2. Perception of Teacher Reward

Below, is the average actual teacher salary in the countries
surveyed. The respondent was asked if the current salary is too
little, too much or just enough.

Course Code: EDUC. 109

Descriptive Title: The Teaching Profession Instructor: Dr. Shirley P. Palma
ILOCOS SUR POLYTECHNIC STATE COLLEGE
Tagudin Campus

MODULE
• Most countries judged a fair rate of pay as similar to
Participating Actual Average Participating Actual Average
Country Salary per Year in Country Salary per Year in
USD $ USD $
China $17,730.00 Spain $29,475.00
Greece $23,341.00 Finland $28,780.00
Turkey $25,378.00 Portugal $23,614.00
South Korea $43,874.00 Switzerland $39,326.00
New Zealand $28,438.00 Germany $42,254.00
Egypt $10,604.00 Japan $43,775.00
Singapore $45,755.00 Italy $28,603.00
Netherlands $37,218.00 Czech Republic $19,953.00
USA $44,917.00 Brazil $18,550.00
UK $33,377.00 Israel $32,447.00
France $28,828.00 Nothing follows
teacher’s actual pay.
• In Japan, France and USA, the actual pay was judged higher
than the fair rate of salary.
• Majority of the countries think teachers ought to be rewarded
with higher pay than what they are presently getting.

Performance-Related Pay. Most countries believed that teachers

salary should be based on the achieved student learning outcomes.
The performance-related pay (PRP) should be used according to
performance.
• In all the 21 countries, more than 59% of people think
teachers ought to be paid according to the performance of
their pupils. The average across countries was 75%.

3. Teacher Agency and Control

The status of the teacher is also dependent on the
people’s trust to deliver good education.

Trusting Teachers To Deliver Education. Based on the results of the

survey:

• No country gave a rating below 5, suggesting that all

countries placed satisfactory to positive trust in their
teachers.
• Finland and Brazil at the top of the table, showing limited
trust for their teachers.

Course Code: EDUC. 109

Descriptive Title: The Teaching Profession Instructor: Dr. Shirley P. Palma
ILOCOS SUR POLYTECHNIC STATE COLLEGE
Tagudin Campus

MODULE
The Varkey GEMS Foundation (VGF) Index will be immensely
valuable as a means of stimulating debate on education reform-just as
the publication of PISA data did at turn of the country. For this reason,
the VGF index deserves recognition for the big impact their study has
made on future teachers on the Global Teacher Status Index.

Peter Dolton, Professor of Economics at Sussex University, one of

the writers of the 2013 Global Teacher Status Index said:
“We find that there are major differences across countries in the
way teachers are perceived by the public. This informs who decides to
become a teacher in each country, how they are respected and how they
are financially rewarded. Ultimately, this affects the kind of job they do in
teaching our children.”

Sunnny Varkey, founder and trustee of Varkey GEMS Foundation

said: it is my ambition that teachers are treated with as much respect as
doctors. Sadly in many countries around the world, teachers no longer
retain the elevated status that we used to take for granted. Overtime, the
declining respect for teachers will weaken teaching, weaken learning,
damage learning opportunities for millions and ultimately weaken
societies around the world.

He also said: “It is with immense pride that I say, that my parents
were teachers. I recently spoke with my mother about what she believed
they had achieved by becoming teachers. She spoke fondly about the
goodwill that they enjoyed locally as a result of their chosen vocation.
Those who taught were held in high esteem. Teachers were often the
most educated people in the community, so were turned to as source of
advice and guidance. Most importantly, of course, they sparked the
imagination of children who went on to accomplish great things for
themselves and society.”

Course Code: EDUC. 109

Descriptive Title: The Teaching Profession Instructor: Dr. Shirley P. Palma
ILOCOS SUR POLYTECHNIC STATE COLLEGE
Tagudin Campus

MODULE
Activity Sheet # 8

Name: __________________________ Date: _____________

Course/Year & Section: ___________________ Score: ____________
Subject: ________________________________
Name of Instructor: _______________________

Task No. 1: Make a matrix using the example:

Title: The Teacher Professional and the Teaching Profession Across the ASEAN and
Beyond.

The Professional Educational What Grade How are they

Teacher in Levels can they recruited
teach
1. ASEAN
2. CHINA
3. JAPAN
4. U.S.A.

Task No. 2: Answer the ff. questions based on the GTS Index Report

Title: Global Teacher Status Index Report.

1. What message do these data convey: 2/3 of the countries judged the professional
status of teaches most similar to social workers? Explain your answer.

2. In most European countries, more respondents believe that pupils disrespected

teachers than respected them. Is this situation true to the Philippines setting? Yes? No?
Explain your answer.
3. Fifty percent of parents in China would encourage their children to become teachers.
Would you do the same thing to your younger sister/brother? Why? Why not?

4. Do you agree with the survey results that teachers should be paid according to student
performance? Yes? Or No? Why? Why not?

5. Teachers in the 21 countries surveyed, have positive trust ratings. Do you think Filipino
teachers are also trusted? Yes? Or No? Explain.

Course Code: EDUC. 109

Descriptive Title: The Teaching Profession Instructor: Dr. Shirley P. Palma
ILOCOS SUR POLYTECHNIC STATE COLLEGE
Tagudin Campus

MODULE

Enrichment activity.
Write an Essay on the topic. How does a Filipino teacher compare with a teacher in
the ASEAN and beyond?

Course Code: EDUC. 109

Descriptive Title: The Teaching Profession Instructor: Dr. Shirley P. Palma