The problem of teachers being underpaid for their performance has been on the U.S. agenda for a while. However, with the recent economic and budgetary complications associated with the coronavirus, the problem of teachers being underpaid has reached its new peak, requiring an immediate solution (Quan et al., 2019). With public school teachers’ salaries being on average 9.2% less than those of their colleagues in colleges and universities, the necessity to address the issue has emerged (Quan et al., 2019). By increasing the teachers’ pay through improving their professional development and, thus, raising their value as HR assets, the U.S. government will be able to manage the specified crisis.
The proposed solution involves offering teachers a chance to improve their skills, thus, building the premises for demanding higher payments. The proposed solution will imply that teachers should acquire the latest and the most advanced skills in education, in general, as well as update their knowledge of their specific subject. By offering students the latest and most relevant information, teachers will be recognized as valuable assets to schools, therefore, justifying an appropriate increase in salaries.
Arguably, the proposed plan requires additional costs that some states might be incapable to take. Specifically, education for teachers will involve the expenses associated with the appropriate learning materials and educational opportunities, such as certifications. However, once prioritizing cheaper options, such as online courses, and targeting improvement in specific skills, school boards will be able to allocate the budget in a way that will benefit both teachers and students.
By introducing opportunities for professional development for teachers in public schools, the U.S. government will be able to shape the budget accordingly. As a result, chances for paying school teachers more will emerge. With the rise in the teachers’ professional worth, the reasons for increasing their salaries will become apparent, and appropriate budgetary changes will be necessitated.
Reference
Quan, T., Bracho, C. A., Wilkerson, M., & Clark, M. (2019). Empowerment and transformation: Integrating teacher identity, activism, and criticality across three teacher education programs. Review of Education, Pedagogy, and Cultural Studies, 41(4-5), 218-251.