THE TEACHER'S POSITION AND SALARY PLAN: ITS ADVANTAGES AND INCENTIVES

Authors

  • Manoel de Jesus Bastos Absoulute Christian University- EUA

DOI:

https://doi.org/10.51891/rease.v9i2.8400

Keywords:

Magisterium. Teacher. Professionals. Remuneration.

Abstract

The purpose of this work is to make explicit the importance of the Plan for Positions and Salaries for Teachers, which emerged to protect, value and motivate its professionals. Before, these workers did not show expectations of growth within the profession. Self-indulgence and lack of interest in continuing education were part of their lives. However, with the creation of the law that provided for the valuation of teachers, there was a great revolution in the educational sector. Assisted by guidelines that regulated salary improvements commensurate with their professions, professors were strengthened motivationally. They broke away from their comfort zones and began to look for courses that would improve their intellectual skills and subsidize higher earnings. Obviously, a professional's salary increase is still a stimulus to his resourcefulness. It is understood that in order to carry out their activities correctly and obtain the desired success, the teacher needs equipment that will help him in the teaching-learning process and provide him with updating, which requires high costs. This research was developed based on some theoretical contributions, in addition to official sources, and the study points to a great leverage in the sector, after the recognition of such important art.

Author Biography

Manoel de Jesus Bastos, Absoulute Christian University- EUA

Mestre em Ciências da Educação pela Absoulute Christian University, Pós-graduado em Supervisão Escolar pela Faculdade de Teologia Hokemãh – FATEH e Graduado em Normal Superior pela Universidade Estadual do Piauí – UESPI.

Published

2023-02-28

How to Cite

Bastos, M. de J. . (2023). THE TEACHER’S POSITION AND SALARY PLAN: ITS ADVANTAGES AND INCENTIVES. Revista Ibero-Americana De Humanidades, Ciências E Educação, 9(2), 39–47. https://doi.org/10.51891/rease.v9i2.8400