##plugins.themes.bootstrap3.article.main##

##plugins.themes.bootstrap3.article.sidebar##

Published Sep 22, 2020

Haiping Xue  

Xiang Gao

Aiai Fan

Abstract

Based on the data of China Family Panel Studies 2016 (CFPS 2016), this study analyzed the effect of teacher wage index on students’ participation in extracurricular tutoring through a two-layer linear model. We found that the wage index of elementary and middle schools teachers in China is generally low, and this index had a significant negative impact on students’ participation in extracurricular tutoring, i.e., the lower the teacher’s wage index, the higher the participation rate of students’ extracurricular tutoring. Governments at all levels should increase financial investment in elementary and middle schools teachers’ salaries. Efforts to improve the salary of elementary and middle schools teachers upon the teacher’s wage index as a reference will help to reduce the supply and demand of extracurricular tutoring in the basic education in China, and will also facilitate the implementation of the policy of prohibiting in-service teachers from participating in extracurricular tutoring.

##plugins.themes.bootstrap3.article.details##

Keywords

Extracurricular Tutoring, Teacher Salary, Wage Index

Supporting Agencies

This study was supported by the National Science Foundation of China (NSFC) main project “Family Capital, Shadow Education and Social Reproduction” (Project #: 71774112) and Beijing Social Science Fund Research Base Key Project: From School Education to Shadow Education: Educational Competition and Social Reproduc-tion (Project #: 15JDJYA007)

References
An, X. (2014). A Study on the changes and differences of teacher salary levels in elementary and middle schools in China. Education Research, 35(12):44-53. [Chinese] http://www.cqvip.com/QK/96925X/201412/663321538.html

Bray, M., & Kwok, P. (2013). Demand for private supplementary tutoring: Conceptual considerations, and socio-economic patterns in Hong Kong. Economics of Education Review, 22(6):611-620. DOI: https://doi.org/10.1016/S0272-7757(03)00032-3

Bray, M., Kobakhidze, M.N., Zhang, W., Liu J. (2018). The hidden curriculum in a hidden marketplace: relationships and values in Cambodia’s shadow education system. Journal of Curriculum Study, 50(4):435-455. DOI: https://doi.org/10.1080/00220272.2018.1461932

Brehm, W., Silova, I., & Tuot, M. (2012). The public-private education system in Cambodia: The impact and implications of complementary tutoring. Buda pest: Education Support Programme, Open Society Foundations, 34.

Chen, X, & Gao, H. (2008). Education management. Beijing Normal University Press, pp46-pp47. [Chinese]

Du, X. (2014). Empirical analysis and policy suggestions on teachers’ wages in China. Education Theory Practice, 34:20-24. [Chinese]

Du, X. (2015). Comparative analysis and suggestions of elementary and middle schools teachers’ salary levels in China. Chinese Journal of Education, 2015(4):27-31, 74. [Chinese]

Foondun, A.R. (2002). The issue of private tuition: An analysis of the practice in Mauritius and selected South-East Asian countries. International Review of Education, 48(6):485-515. DOI: https://doi.org/10.1023/A:1021374811658

Gök, F. (2010). Marketing hope: Private institutions preparing students for the university entrance examination in Turkey, in: K. Amos (Ed). Int Edu Gov (London, Emerald), pp123-pp134. DOI: https://doi.org/10.1108/S1479-3679(2010)0000012009

Henan Provincial Department of Education. (2015). Henan Province strictly prohibits elementary and middle schools and serving elementary and middle schools teachers from paying tutoring. Teachers [2015] No. 739. 2015-9-9. [Chinese] http://www.haedu.gov.cn/2015/09/09/1441775234525.html

Kodakos, A. & Kalavasis, F. (eds.). (2015). Shadow Education System: Border Management Models of the School with the Structures of the Education Market. Rhodes: University of the Aegean, 2015, pp78.

Liang, T. (2017). Beijing clearly prohibits in-service elementary and middle schools teachers from “paid tutoring”. Xinhua Daily Telecommunications. 2017-3-3(3). [Chinese] http://www.moe.gov.cn/s78/A10/moe_601/201703/t20170314_299519.html

Mahmud, R.A.F.S.A.N., & Bray, T.M. (2017). School factors underlying demand for private supplementary tutoring in English: Urban and rural variations in Bangladesh. Asia Pacific Journal of Education, 37(3):299-309. DOI: https://doi.org/10.1080/02188791.2017.1321525

Ministry of Education of China. (2015). Regulations on paid tutoring of elementary and middle schools and in-service elementary and middle schools are strictly prohibited. Teachers [2015] No. 5. 2015-6-29. [Chinese] http://www.moe.gov.cn/srcsite/A10/s7002/201507/t20150706_192618.html

Organization for Economic Cooperation and Development. (2011). Overview of OECD Index Education 2011. Central Institute of Educational Sciences, translated. Beijing: Education Science Press, 2011:436. [Chinese]

Osborne, J.W., & Neupert, S.D. (2013). A brief introduction to hierarchical linear modeling. Sense Publishers, 112. DOI: https://doi.org/10.1007/978-94-6209-404-8_9

Popa, S., & Acedo, C. (2003). Redefining professionalism: Romanian teachers and the private tutoring system. Paper presented at the annual conference of the Comparative and International Education Society, New Orleans, USA, 12-16 March.
How to Cite
Xue, H., Gao, X., & Fan, A. (2020). Does the Salary of Elementary and Middle School Teachers Affect Students’ Participation in Extracurricular Tutoring?. Best Evidence in Chinese Education, 6(1), 769–787. https://doi.org/10.15354/bece.20.ar065
Section
Article