Document Type

Article

Publication Date

2015

Abstract

A range of proposals aim to reform teacher compensation, recruitment, and retention. Teachers have generally not embraced these policies. One potential explanation for their objections is that teachers are relatively risk averse. We examine this hypothesis using a risk-elicitation task common to experimental economics. By comparing preferences of new teachers with those entering other professions, we find that individuals choosing to teach are significantly more risk averse. This suggests that the teaching profession may attract individuals who are less amenable to certain reforms. Policy-makers should take into account teacher risk characteristics when considering reforms that may clash with preferences.

Comments

This is an Accepted Manuscript of an article published in Education Economics in 2015, available online: DOI: 10.1080/09645292.2014.966062

Peer Reviewed

1

Copyright

Taylor & Francis

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