The Relationship Between Districts’ Teacher Salary Schedule Structures and the Qualifications of Their Teacher Staffing Profile

Authors

  • Henry Tran University of South Carolina
  • David G. Buckman Kennesaw State University

DOI:

https://doi.org/10.32674/jsard.v5i1.2106

Keywords:

teacher salary, salary schedule, pay, qualifications, retention

Abstract

Many school administrators face difficulties hiring teachers with the requisite job credentials and qualifications. In this paper, we argue for the potential of salary structures to influence teacher staffing. Specifically, the purpose of this study is to examine whether restructuring teacher compensation salary schedules is associated with attracting larger shares of teachers with the necessary baseline qualifications for the job (i.e., “highly qualified teachers” or HQT) in anon-collective bargaining state. Fixed effects regression using panel data from 2012-2014 for 80 of SouthCarolina’s public school districts was used to address the purpose of the study. The percent of classes not taught by HQT was found to increase as districts become more backloaded. This provides supporting evidence concerning the benefits of frontloading salary schedules. Additionally, potential drawbacks of frontloading salary schedules should be examined to improve the knowledge base of the potential costs relative to benefits of frontloading salary structures.

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Author Biographies

Henry Tran, University of South Carolina

Henry Tran, MPA, PHR, SHRM-CP, Ph.D., is an assistant professor of the Department of Educational Leadership and Policies at the University of South Carolina. He researches education human resources (HR)and strategic talent management, and is author of a book on the topic for Routlege/University Council for Educational Administration (UCEA).

David G. Buckman, Kennesaw State University

David G. Buckman, Ph.D., is an Assistant Professor of Educational Leadership and Ed.S. Program Coordinator in the Department of Educational Leadership at Kennesaw State University in Kennesaw, Georgia. He studies school human resources and school finance issues in the P-12 educational environment.

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Published

2020-03-20

Issue

Section

Research Articles