there is evidence that in the flemish community more experienced teachers are more likely to be in schools with a less diverse student body while beginner teachers are typically more concentrated in challenging schools in part this reflects the inability of the system to steer more qualified and experienced teachers to the neediest schools as no special incentives are available the main response of the system to disadvantage seems to be the provision of additional teacher hours rather than a focus on the distribution of teachers and the quality of teaching the system for funding teacher salaries also tends to reinforce inequities across schools since schools enrolling students from more advantaged backgrounds are in a better position to attract more experienced teachers they receive more teacher resources in terms of government money invested in salaries part of the explanation lies in the fact that beginning teachers are more likely to obtain a teaching post in a disadvantaged school where working conditions can be particularly challenging given high levels of diversity and more difficult socioeconomic circumstances