Browsing by Author "Órdenes, Miguel"

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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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    What might happen if school vouchers and privatization of schools were to become "universal" in the U.S.: Learning from a national test case-Chile
    (2018) Treviño Villarreal, Juan Ernesto; Mintrop, Rick; Villalobos D., Cristóbal; Órdenes, Miguel
    In contemporary education policy debates in the United States, school voucher programs and school privatization—the entry of many private for-profit corporations and nonprofit and other organizations into the education arena—are under the spotlight. Following in the footsteps of several prior administrations, the current federal administration is actively supporting vouchers and privatization as ways to expand school choice for American parents and students. Some state governments have followed suit. Supporters of these choice programs believe that they will expand alternatives to traditional public schools, especially for students who do not have access to a quality education. Additionally, supporters contend, such competition will motivate traditional schools to improve quality. In contrast, opponents believe that in taking money away from traditional public schools, vouchers and privatization will exacerbate inequalities, benefit few, and leave many students behind. Currently, the vast majority of students in the U.S. go to public schools. Experiments with vouchers and privatization are still relatively peripheral in the U.S. But what might happen if vouchers and privatization were to become universal features of American publicly funded education? A national test case of such conditions is available in Chile. By looking at that country’s experience, we can imagine what might happen if the U.S. were to take the route of universal privatization and vouchers.