Teachers' Working Conditions

Highlights

Overall, schools are more supportive of mathematics instruction than science instruction.

In 2012, 82% of mathematics program representatives reported that the importance their school placed on mathematics teaching promoted effective instruction in mathematics, whereas 60% of science program representatives reported that this was the case.
About 70% of mathematics program representatives, compared with about 50% of science program representatives, reported that school management of instructional resources promoted effective instruction in mathematics or science.
Various problems were viewed as serious barriers to effective instruction. For mathematics instruction at the high school level, the most frequently cited problem was low student interest in mathematics. At the elementary level, low student reading abilities was the most frequently cited barrier to effective mathematics instruction.
For science instruction, frequently cited problems included inadequate funds for purchasing equipment and lack of science facilities. At the elementary level, more than one-quarter of program representatives reported insufficient time to teach science as a serious problem for science instruction.

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