Browsing by Author "Carrasco, Diego "

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    Teacher Mobility: What Is It, How Is It Measured and What Factors Determine It? A Scoping Review
    (2022) Palma-Vasquez, Claudia; Carrasco, Diego; Tapia-Ladino, Monica
    Teacher mobility represents a serious problem due to the instability of the teaching force that has persisted over time in many countries. Therefore, retaining qualified teachers represents a challenge given the difficulty of having the necessary workforce to face the educational challenges of each year. Our objective was trying to identify how mobility is understood and measured, that is, teacher turnover and attrition, and to identify the results of the related factors according to the different perspectives. The PRISMA-Scr protocol was used, which establishes the information that should be included in a systematic review. The following key phrases were used: "teacher rotation" or "teacher mobility" or "teacher desertion" or teacher leavers or teacher stayers. The databases used were Web of Science, Scielo Citation Index and Google Scholar, which yielded an initial total of 760 documents published between 2008 and 2018, that after identification, screening, eligibility, and inclusion processes, were reduced to 213. The selection of articles was carried out independently by two researchers using a structured and recursive hierarchical strategy. The existence of multiple ways of defining and measuring teacher mobility was identified and a definition based on two perspectives was proposed that summarizes the conceptual and operational findings, which are indirect and direct mobility. The first refers to the intention to leave and the second to leave. We have identified more evidence related to direct studies of a quantitative approach and focused on teachers with medium or short experience. The factors associated with mobility were identified based on the approaches used and a key element was identified when distinguishing teacher mobility, which is voluntary and involuntary mobility. We identified multiple factors associated with teacher mobility, among which the precarious working environment, poor organizational conditions such as lack of leadership and support among colleagues, excessive workload and low self-efficacy stand out. The limitations of this study are discussed. The findings of this study are highly relevant since they allow proposing medium or short-term policies, such as improving the organizational conditions of the school to promote the retention of the teaching workforce.
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    Teacher motivation in Chile: Motivational profiles and teaching quality in an incentive-based education system
    (2022) Órdenes, Miguel; Treviño Villarreal, Juan Ernesto; Escribano, Rosario; Carrasco, Diego; Pontificia Universidad Católica de Chile. Centro de Medición MIDE UC; Pontificia Universidad Católica de Chile. Centro de Justicia Educacional; Universidad Diego Portales
    This study drew on Chilean teacher survey responses from TALIS 2018 data on teacher motivation in order to examine the extent to which these data reveal different motivational profiles among Chilean teachers. Also, it explores the influence of those profiles on quality teachers’ instruction. As a conceptual scaffold, this article uses Agency Theory and Public Service Motivation theory to conceptualize and explore the data. Using latent classes analysis, multivariate regressions with survey methods, results showed three different motivational profiles: utility-laden, modal, and socially-laden. From these profiles, modal teachers seem to produce better teaching quality compared with the others profiles. These results suggest that the teachers’ profiles are more diverse when it comes to work motivation and teaching quality than what it is described in the literature. These findings give interesting insights for policymakers and school leaders to better understand the teaching workforce and think in diverse governance and teacher management tools. It also opens a set of interesting questions about how to motivate the teacher workforce in Chile
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    The advantages of regional large-scale assessments: Evidence from the ERCE learning survey
    (2023) Carrasco, Diego; Rutkowski, David; Rutkowski, Leslie
    This study examines the potential advantages of regional assessments, such as ERCE 2019, in addressing challenges faced by larger international large scales assessments with heterogeneous populations. The paper investigates whether a regionally focused assessment, developed with the active involvement of all participating countries and targeting more homogeneous populations in terms of language, culture, and economic development, can result in better alignment between measurement instruments and participants' proficiency. Using construct mapping techniques and item response theory reliability indexes, the study aims to identify whether the measurement gaps observed in studies with more heterogeneous populations studies like TIMSS and PISA also exist in ERCE.