Also, if you bothered to read my source as far as page 2, you'd realize that it does provide breakdowns based on teacher age. Apparently it's young teachers who work less, and older (50+) teachers who work more (5.1 hours). See table 2 on page 2.
On that graph:
"NOTE: The calculations of hours worked are based on data collected about how survey
respondents spent “yesterday.” Thus, average weekly work hours are an extrapolation
based on the activity for 1 day."
I mean how much confidence do you have in this thing? And you're repeating it like it's the bible?
Let me ask you a question, do you consider all hours of work equal? What if you compared office work to, say, mining, if they worked an hour fewer, would you say you work harder?
My original point was that if you want better teachers, you need to pay them commensurate with the value they create. The private sector will generally reward professionals if their service is needed and valuable. If you grant that education is a public good, then it makes sense to pay for good workers. That means taking care of your people while disempowering the union. If you're hostile to the workers they're going to rally around that union, no matter what. You can accomplish more with effective management than with a blanket opposition to teachers being taken care of.
http://www.bls.gov/opub/mlr/1981/11/rpt1full.pdf
Also, if you bothered to read my source as far as page 2, you'd realize that it does provide breakdowns based on teacher age. Apparently it's young teachers who work less, and older (50+) teachers who work more (5.1 hours). See table 2 on page 2.