Public Opinion on School Funding and Teacher Salaries: The Information Gap Explained?

IF 2.4 1区教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH

Educational Evaluation and Policy Analysis Pub Date : 2024-03-11 DOI:10.3102/01623737241232939

Jurgen Willems, Fredrik O. Andersson

引用次数: 0

Abstract

We evaluate public opinion on the sufficiency of school funding and teacher salaries in the United States, using a representative survey (n = 12,151). Data were collected during the COVID-19 pandemic (2020/2021), with schools and teachers having a reduced role due to homeschooling. While opinions are diverse for sufficiency of school funding, most respondents indicated that teacher salaries should increase. For respondents who received additional information about average school funding and teacher salaries, the overall opinion about funding and salaries being insufficient was less strong. Furthermore, this information effect differs as per respondents’ demographic variables.

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公众对学校经费和教师工资的看法：信息差距的解释？

我们通过一项具有代表性的调查（n = 12,151），评估了美国公众对学校经费和教师工资是否充足的看法。数据是在 COVID-19 大流行期间（2020/2021 年）收集的，当时由于家庭教育，学校和教师的作用有所减弱。虽然对学校经费是否充足的意见不一，但大多数受访者表示教师的工资应该提高。对于获得了有关学校平均经费和教师工资补充信息的受访者来说，对经费和工资不足的总体看法没有那么强烈。此外，这种信息效应因受访者的人口统计学变量而异。

本文章由计算机程序翻译，如有差异，请以英文原文为准。

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来源期刊

Educational Evaluation and Policy Analysis EDUCATION & EDUCATIONAL RESEARCH-

CiteScore

6.60

自引率

5.90%

发文量

期刊介绍： Educational Evaluation and Policy Analysis (EEPA) publishes manuscripts of theoretical or practical interest to those engaged in educational evaluation or policy analysis, including economic, demographic, financial, and political analyses of education policies, and significant meta-analyses or syntheses that address issues of current concern. The journal seeks high-quality research on how reforms and interventions affect educational outcomes; research on how multiple educational policy and reform initiatives support or conflict with each other; and research that informs pending changes in educational policy at the federal, state, and local levels, demonstrating an effect on early childhood through early adulthood.