School Governance, Teacher Incentives, and Pupil-Teacher Ratios: Experimental Evidence from Kenyan Primary Schools. NBER Working Paper No. 17939

Autor/inn/en	Duflo, Esther; Dupas, Pascaline; Kremer, Michael
Institution	National Bureau of Economic Research
Titel	School Governance, Teacher Incentives, and Pupil-Teacher Ratios: Experimental Evidence from Kenyan Primary Schools. NBER Working Paper No. 17939
Quelle	(2012) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Teacher Student Ratio; Incentives; Governance; Teacher Associations; Foreign Countries; Institutional Environment; Beginning Teachers; Elementary Education; Contract Training; Class Size; Parents; Parent Associations; Parent Teacher Cooperation; Partnerships in Education; Government Employees; Kenya + Suchen Sie Ihr Suchwort? Lehrer-Schüler-Relation; Anreiz; Education; Educational policy; Financing; Steuerung; Bildung; Erziehung; Bildungspolitik; Finanzierung; Lehrerorganisation; Lehrerverband; Lehrervereinigung; Ausland; Junior teacher; Junglehrer; Elementarunterricht; Klassengröße; Eltern; Elternvertretung; Parent teacher relation; Parent-teacher cooperation; Parent-teacher relation; Parent-teacher relationship; Parent teacher relationship; Eltern-Lehrer-Beziehung; Hochschulpartnerschaft; Kenia
Abstract	We examine a program that enabled Parent-Teacher Associations (PTAs) in Kenya to hire novice teachers on short-term contracts, reducing class sizes in grade one from 82 to 44 on average. PTA teachers earned approximately one-quarter as much as teachers operating under central government civil-service institutions but were absent one day per week less and their students learned more. In the weak institutional environment we study, civil-service teachers responded to the program along two margins: first, they reduced their effort in response to the drop in the pupil-teacher ratio, and second, they influenced PTA committees to hire their relatives. Both effects reduced the educational impact of the program. A governance program that empowered parents within PTAs mitigated both effects. Better performing contract teachers are more likely to transition into civil-service positions and we estimate large potential dynamic benefits of contract teacher programs on the teacher workforce. (As Provided).
Anmerkungen	National Bureau of Economic Research. 1050 Massachusetts Avenue, Cambridge, MA 02138-5398. Tel: 617-588-0343; Web site: http://www.nber.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10