Working conditions of teachers who graduated from a Subject-Specific Graduate Program of Math for Middle School

Abstract

Working conditions and the quality of training programs have a great influence on teacher professional development. This study aims to describe any changes in the working conditions of teachers who graduated from the Subject-Specific Graduate Program of Math (PPMat, for its Spanish acronym), three years after graduating. In this quantitative study, a questionnaire applied to 189 teachers and descriptive statistics were used. The results show that working conditions change positively: higher variations were found in pedagogical and lower variations were found in contractual conditions and institutional conditions. These findings discuss the importance of considering teacher labor conditions in educational policy and in teacher professional development studies.