Examining Educational Issues with 20 Private School Educators in Ecuador
Examinando problemas educativos con 20 educadores en una escuela privada en Ecuador
DOI:
https://doi.org/10.54104/papeles.v14n27.1117Palavras-chave:
Academic support, teacher disempowerment, teachers’ self-esteem, educator’s role as leader, Ecuadorian contextResumo
The Ecuadorian educational system has been transformed by the implementation of the National Ten-Year Plan (PDN, for its Spanish title, Plan Decenal Nacional), which was renewed until 2025. This qualitative study examined the self-reported perceptions of 20 private elementary school teachers regarding the Ecuadorian educational system. Study questions addressed (1) participants’ perceptions of the educational system using a survey based on the 5Essentials inquiry tool developed by Langley (2009) as an evaluative measure, and (2) challenges educators identified as barriers to learners’ academic achievement. Survey validity was evaluated by three Ecuadorian educators from the area where this research was conducted. Data collected from teachers were triangulated utilizing administrators’ interviews and an analysis of the school’s policies. Study findings suggest that participating teachers felt that they had received insufficient and limited support from school administration and parents, leading to teacher disempowerment.
Downloads
Referências
Ashenfelter, O., & Krueger. A. (1994). Estimates of the economic return to schooling from a new sample of twins. American Economic Review, 84(5), 1157-1173.
Becker, G. S. (1993). Human Capital (3rd ed.). Chicago, IL: The University of Chicago Press.
Bialystok, E. (2011). Reshaping the Mind: The Benefits of Bilingualism. Canadian Journal of Experimental Psychology, 65(4), 229-235.
Blase, J., & Blase, J. (2004). Handbook of instructional leadership: How successful principal promote teaching and learning. Thousand Oaks, CA: Corwin Press
Bolin, F.S. (1989). Empowering leadership. Teachers College Record, 91(1), 81-96.
Brewer, D. J., Hentschke, G. C., & Eide, E. R. (2010). Theoretical concepts in the economics of education. In International Encyclopedia of Education (pp. 193-198). Elsevier Ltd. https://doi.org/10.1016/B978-0-08-044894-7.01210-0
Bryk, A.S., Gomez, L.M., Grunow, A., & LeMahieu, P.G. (2015). Learning to improve: How America’s schools can get better at getting better. Cambridge, MA; Harvard Education Press.
Card, D. (2001). Estimating the return to schooling: Progress on some persistent econometric problems. Econometrica, 69(5), 1127−1160.
Código de la Niñez y Adolescencia (2014). Código de la Niñez y Adolescencia. https://www.acnur.org/fileadmin/Documentos/BDL/2014/9503.pdf
Creswell, J. W., & Guetterman, T.C. (2019). Educational research: Planning, conducting, and evaluating quantitative and qualitative research (6th ed.). Upper Saddle River, NJ: Prentice-Hall (Pearson Education, Inc.).
Cummins, J. (1991). Language development and academic learning. In L. Malave & G. Duquette (Eds.), Language, culture, and cognition, (pp. 161-175). Clevedon: Multilingual Matters.
Day, C. & Gurr, D. (2014). Leading schools successfully. In C. Day & D. Gurr (Eds.), Leading schools successfully: Stories from the field (pp. 1-6). New York: Routledge.
Denzin, N. K. (1978). The research act: A theoretical introduction to sociological methods. New York: Praeger.
Díaz Flórez, O. C., Torres Hernández, R. M., & Saavedra, J. M. (2019). Caracterización de los modelos de formación inicial en universidades de: Colombia, Argentina, Honduras, México, Ecuador, España , Países Bajos y Francia [Monograph]. De la edició: Institut de Creativitat i Innovacions Educatives de la Universitat de València, 8, 224-258. Retrieved from https://www.toinn.org/wp-content/uploads/2019/04/Toinn-modelos-de-formacion-inicial-universidades.pdf
Duffy, G.G. (1994). Professional development schools and the disempowerment of teachers and professors. The Phi Delta Kappan, 75(8), 596-600.
Duflo, E. (2001). Schooling and labor market consequences of school construction in Indonesia: Evidence from an unusual policy experiment. American Economic Review, 91(4): 795−813.
Ecuador. (n.d.). Education and literacy. http://uis.unesco.org/en/country/ec
Education State University. (2021). Ecuador: Higher education. https://education.stateuniversity.com/pages/403/Ecuador-HIGHER-EDUCATION.html
Fajardo-Dack, T. T. (2016). Teacher disempowerment in the education system of Ecuador. World Journal of Education, 5(3), 82-89.
Gallegos, R. R. (2008). Igualmente Pobres, Desigualmente ricos [Equally poor, unequally rich]. In R. R. Gallegos (ed.), Igualmente pobres, desigualmente ricos (pp. 150-220). Quito: Ariel-PNUD.
Glaser, B. G., & Strauss, A. L. (1967). The discovery of grounded theory: Strategies for qualitative research. Chicago, IL: Aldine.
Heckman, J.J., Lochner, L.J. , & Todd, P.E. (2006). Earnings functions, rates of return and treatment effects: The Mincer equation and beyond. In E. Hanushek and F. Welch (Eds.) Handbook of the economics of education (Volume 1). Amsterdam: Elsevier: 307−458.
Index Mundi. (2020). Ecuador. https://www.indexmundi.com/ecuador/
Jæger, M.M., & Karlson, K. (2018). Cultural Capital and Educational Inequality: A Counterfactual Analysis. Sociological Science, 5, 775- 795. doi: 10.15195/v5.a33
Johnson, R. B., Onwuegbuzei, A. J., & Turner, L. A. (2007). Toward a definition of mixed methods research. Journal of Mixed Methods Research, 1(2), 112-133. doi: 10.1177/1558689806298224.
Kimwarey, M. C., Chirure, H.N., & Omondi, M. (2014). Teacher empowerment in education practice: Strategies, constrains and suggestions. Journal of Research & Method in Education, 4(2), 51-56.
Klecker, B.J., & Loadman, W.E. (1998). Defining and measuring the dimensions of teacher empowerment in restructuring public shools. Education, 118(3), 358-370.
Langley, G. J,. Moen, R .D., Nolan, K. M., Nola, T. W., Norman, C. L., & Provost, L. P. (2009). The improvement guide: A practical approach to enhancing organizational performance. (2nd ed.). San Francisco, CA: Jossey-Bass.
Leech, N.L. & Onwuegbuzie, A. J. (2007). An array of qualitative data analysis tools: A call for data analysis triangulation. School Psychology Quarterly, 22(4), 557-584. DOI: 10.1037/1045-3830.22.4.557
López Pastor, V. M., Brunicardi, D. P., Manrrique Arribas, J. C., & Monjas Aguado, R. (2016). Los retos de la Educación Física en el Siglo XXI (Challenges of Physical Education in XXI Century). RETOS. Nuevas Tendencias en Educación Física, Deporte y Recreación. 29(1), 182–187.
Miles, M. B., Huberman, A. M., & Saldaña, J. M. (2014). Qualitative research: A method sourcebook. Thousand Oaks, CA: Sage.
Ministerio de Educación y Cultura del Ecuador. (2016). Propuesta de la comunidad educativa como insumo para el nuevo plan decenal de educación 2016-2025. https://educacion.gob.ec/wp-content/uploads/downloads/2016/03/PLAN-DECENAL-PROPUESTA.pdf
Ministerio de Relaciones Exteriores y Movilidad Humana. (2019, November 17). Ecuador meets Millennium Development Goals and works on referred calendar until 2030. https://www.cancilleria.gob.ec/ecuador-meets-millennium-development-goals-and-works-on-referred-calendar-until-2030/
Morales-Ramos, E. (2011). Los rendimientos de la Educación en México, Working Papers 2011-07, Banco de México. https://www.banxico.org.mx/publications-and-press/banco-de-mexico-working-papers/%7BAFCA6C4A-05BC-C3B3-78AD-B55F5F08E0C1%7D.pdf
Patrinos, H.A., & Psacharopoulos, G. (2020). Returns to education in developing countries. In S. Bradley & C. Green (Eds.), The economics of education: A comprehensive overview (2nd ed., pp.53-64). Academic Press: Elsevier.
Patrinos, H.A., Ridao-Cano, C., & Sakellariou, C. (2006). Heterogeneity in ability and returns to education: Multi-country evidence from Latin America and East Asia. World Bank Policy Research Working Papers, Washington, D.C. https://elibrary.worldbank.org/doi/pdf/10.1596/1813-9450-4040
Psacharopoulos, G., & Patrinos, H. A. (2018). Returns to investment in education: A decennial review of the global literature. Policy Research Working Paper, No. 8402. World Bank, Washington, DC: World Bank. https://openknowledge.worldbank.org/handle/10986/29672 License: CC BY 3.0 IGO.”
Schroedler, T. (2018). The value of foreign language learning: A study of linguistic capital and the economic value of language skills. Wiesbaden, Germany: Springer
Shultz, T.W. (1961). Investment in human capital. The American Economic Review, 51(1), 1-17.
Stanton, S. (2019, June 3). Teacher policies in Latin America: A regional panorama [Online blog]. https://www.thedialogue.org/blogs/2019/06/teacher-policies-in-latin-america-a-regional-panorama/
Tsang, K.K. (2019). Ideological disempowerment of teachers. https://www.oneducation.net/no-05_september-2019/ideological-disempowerment-of-teachers/
UChicagoImpact (2018). https://uchicagoimpact.org/our-offerings/5essentials
United Nations. (2015). Resolution adopted by the General Assembly on 25 September 2015. https://undocs.org/A/RES/70/1
Van Damme, W., Aguerrondo, I., Burgos, C. C., & Campos, M. R. (2013). A story of change: How Ecuador seeks to sustain its development agenda through large scale educational reform. Paper presented at UKFIET International Conference on Education and Development – Education and Development post 2015: Reflecting, Reviewing, Re-visioning. Oxford.
Villafuerte, J., Perez, L., Boyes E., Mena, L., Pinoargote, J., Riera, A., Solesdispa, E., & Delgado, D. (2018). Challenges of the basic education system in Ecuador; the voices of the future teachers. Art Human Open Access Journal, 2(4), 217‒224. DOI: 10.15406/ahoaj.2018.02.00061
Wolter, S.C. & Ryan, P. (2011). Apprenticeship. In E. A. Hanushek, S. Machin, and L. Woessmann (Eds), Handbooks of economics in education, Vol. 3 (pp. 521-576). The Netherlands: North-Holland.
Downloads
Publicado
-
Resumo175
-
PDF 248
Como Citar
Edição
Seção
Categorias
Licença
Copyright (c) 2022 Ximena Burgin, Mayra Daniel
Este trabalho está licenciado sob uma licença Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License.
