Socio-Economic Challenges In the Education Sector: Capturing the Inequalities In Kindergarten To Secondary Teachers' Incomes

This study examines the distribution, mean incomes, and income inequality of Kindergarten to Secondary (K-12) teachers across six Metropolitan Statistical Areas (MSAs) in Tennessee – Chattanooga, Clarksville, Johnson City, Knoxville, Memphis, and Nashville-Davidson-Murfreesboro-Franklin – utilizing data from the 2023 American Community Survey. The research provides a nuanced analysis of teacher compensation and disparities by employing a comprehensive set of inequality measures, including percentile ratios, Generalized Entropy indices, Gini Coefficients, and Atkinson’s Measures. The study explores how regional economic conditions, school funding mechanisms, and labor market dynamics shape teacher incomes, addressing critical socioeconomic challenges that impact educational equity and workforce sustainability. The analysis reveals significant variations in teacher workforce concentration and compensation across urban and semi-urban MSAs, highlighting the influence of local resources and cost-of-living differences. Income inequality among teachers, while moderate, underscores persistent disparities, particularly among lower earners, which exacerbate socioeconomic challenges in underserved regions. These findings have profound policy implications, emphasizing the need for equitable funding models, targeted incentives, and reforms to address regional disparities and enhance teacher retention. By focusing on Tennessee’s diverse MSAs, the study offers a regional perspective on teacher labor markets, contributing to global discussions on educational policy and social equity. The research underscores the urgency of addressing socioeconomic challenges in teacher compensation to ensure a high-quality, sustainable educational workforce, providing a foundation for future studies in diverse economic contexts.