This research studied the effect of enrolling in the official teaching career on the health of teachers; in addition, it examined whether there are differences in the outcome of the occupational risk of teaching between education professionals and other professionals. A regression discontinuity design was used as a methodology to identify the causal effect of the intention-to-treat (ITT) and the treatment effect on those treated (TOT). Three data sources were used in the process: the first was the public data about teacher selection processes which included information about the exam they took; the second one was the public’s teaching staff report; and the third one corresponded to the teacher’s health report, and the analysis were conducted using Stata 18.0. The design selected took advantage of the exogeneity generated by the discontinuity in the cut-off point of the official career entrance exam and it allowed us to compare teachers who were next to the cut-off point and were accepted and those who were next to the cut-off point and not were accepted. The results suggested that, on average, entering a teaching career in the official sector was associated with an increase in the number of days of disability per year compared to those who did not enter a teaching career in the official sector. Similarly, it was found that the occupational risk is differential according to the initial training of the teachers and the sex. These results were statistically significant.

Authors:
Cristian Alejandro Cortes Garcia, Universidad de los Andes, Colombia
Hernando Bayona-Rodriguez, Universidad de los Andes, Colombia

About the Presenter(s)
Cristian Cortés-García works at the Universidad de los Andes in Colombia. His research interests mainly focus on educational assessment, teacher training, and teaching evaluation. Currently, he is preparing himself to apply and begin his PhD.

Connect on Linkedin
https://www.linkedin.com/in/cristiancortesgarcia

Additional website of interest
https://orcid.org/0000-0001-6275-4025

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