Impact of the Shortage of Specialist Teachers on Aeronautical Education

• Néstor Luís Marrero Herrera National Institute of Civil Aeronautics - Venezuela https://orcid.org/0009-0000-5960-9345
• Mary Carmen Corona Prieto University Institute of Civil Aeronautics - Venezuela https://orcid.org/0009-0000-9622-1286
• Arturo Gabriel Velásquez González National Institute of Civil Aeronautics - Venezuela https://orcid.org/0009-0007-3078-5274

DOI: https://doi.org/10.5281/zenodo.17070433

Keywords: Specialist teachers, Aeronautical education, Demand for aeronautical professionals, Venezuela

Abstract

The shortage of teaching professionals has become evident at different levels of Venezuelan education; a phenomenon generated by various factors such as migration or insufficient salaries, and has inevitably reached the aeronautical education sector, which stands out for the obligation of its agents to ensure the operational safety of flights. The purpose of this article is to explore the causes of the shortage of specialist teachers in the different aeronautical sciences and how this deficit could influence the quality of education of future technicians. A qualitative field research was carried out, with phenomenological and hermeneutic methods, having as information gathering technique the semi-structured interview applied to 4 aeronautical officials. The information processing techniques were categorization, structuring and triangulation, yielding as main findings: the shortage of specialist teachers is due to the absence of an aeronautical education direction that trains teachers in the areas of aviation and not only operational technicians, in addition to this, the absence of competitive salaries was evidenced, which discourages specialist staff to venture into teaching. As a final reflection, the shortage of specialist teachers in aeronautics is a problem caused by academic, economic and social factors, which must be addressed comprehensively with the commitment of state institutions, those responsible for educational planning in aeronautics and technical specialists, in order to generate the necessary stimulus to meet the existing demand.

References

Calderón, E. (2023, Octubre 29). La importancia de incluir a la academia en una política pública de Estado en materia de aviación civil en México. A21. Disponible en: https://a21.com.mx/index.php/era-de-aviacion/2023/10/29/la-importancia-de-incluir-la-academia-en-una-politica-publica-de-estado

Corrales, S., Costero, M. V., & Goncalves, D. (julio de 2023). La docencia en Venezuela, una profesión en peligro de extinción: Una mirada al panorama de los actuales y potenciales docentes durante los últimos cinco años (Trabajo Final de Concentración). Universidad Católica Andrés Bello (UCAB), Caracas.

Creswell, J. W., & Poth, C. N. (2018). Qualitative inquiry & research design: Choosing among five approaches (5th Ed.). SAGE Publications.

Darling-Hammond, L., & Hyler, E. R. (2022). Preparing teachers for deeper learning. Harvard Education Press.

Díaz, A. (2022). Tres expertos presentaron propuestas para enfrentar crisis educativa y deserción docente. El Ucabista. [La URL original ya no está activa].

EUROCONTROL. (2021). Challenges in ATM Training and Competency Development. EUROCONTROL.

Fernández Castro, L. (2023). Políticas innovadoras para la atracción y retención de talento docente. Revista de Investigación Educativa, 41(2), 357-374.

Fundaredes. (2024). Consulta Nacional Educativa 2024. Disponible en: https://www.fundaredes.org/2024/12/17/informe-consulta-nacional-educativa-2024/

Galeano Marín, M. E. (2021). Estrategias de investigación social cualitativa (3ª ed.). Fondo Editorial Universidad EAFIT.

García López, M., Rodríguez Pérez, A., & Sánchez Gómez, C. (2022). Impacto de la pandemia en el bienestar y la intención de abandono docente. Profesorado. Revista de Currículum y Formación del Profesorado, 26(3), 125-145.

Granadillo, A. (2023, marzo). Proyección de la educación en Venezuela. Factum UCAB. [La URL original ya no está activa].

Hargreaves, A., & Fullan, M. (2012). Professional capital: Transforming teaching in every school. Teachers College Press.

Martínez-Valle, R., & Núñez, P. (2024). Distribución desigual de la escasez docente y su impacto en la equidad educativa. Estudios sobre Educación, 46(1), 89-107.

Podolsky, A., Kini, T., Bishop, J., & Darling-Hammond, L. (2023). Solving the teacher shortage: What policymakers can learn from the evidence. Learning Policy Institute.

Rivas, J., & Ayala, F. (2023). Factores que influyen en la atracción de jóvenes a la profesión docente. Foro de Educación, 21(1), 187-204.

Rojas, I. (2023). Los Maestros Perdidos de Venezuela. Prodavinci. Disponible en: http://factor.prodavinci.com/losmaestrosperdidos/index.html

Royal Aeronautical Society. (2022). Addressing the Skills Gap in Aviation: A Call for Action. Royal Aeronautical Society.

Schleicher, A. (2019). PISA 2018: Insights and interpretations. OECD Publishing.

UNESCO y Equipo Especial Internacional sobre Docentes para la Educación 2030. (2025). Informe mundial sobre el personal docente: Afrontar la escasez de docentes y transformar la profesión. UNESCO y Fundación SM. Disponible en: https://unesdoc.unesco.org/ark:/48223/pf0000393262

Villegas-Reimers, E. (2021). Teacher professional development in times of change. Springer.