on compensation in the labor market for teachers...

To a labor economist, compensation includes pay, fringe benefits (FB), deferred comp (DC), job characteristics (JC), and opportunities for self-actualization (SA). In terms of market structure, teachers are in an unusual position: they lobby for monopoly power over parents/students which ironically sets them up for monopsony power for govt school districts to use against them. The net of that combo is not clear. But assuming that away for the purposes of this discussion: Generally, teacher pay is ehh to ok, but the FB, DC, and at least some JC are really nice.

SA is really big in teaching-- the inherent purpose/meaning that go with the work-- at least for those who love teaching. (In the best book I've ever read on public policy ["In Pursuit..."], Charles Murray talks about this as a reason to keep pay lower, all other things equal-- to attract people who really love teaching vs. those who merely see it as a job.)

But JC and SA depend on the context. If you're in a rough school with disciplinary issues, then JC and SA can be negative. When wokism is a big deal in Schools of Ed, this will push away certain folks. (We've seen both among friends.) This article is about those who disappear, but what about those who never get in. In any case, the cost of welfare policies that strongly promote single-parent households and the govt's monopoly power over its expensive K-12 provision are highly sub-optimal for teachers, students, and schools.