Teachers in developing countries

Glewwe, Paul; Shen, Rongjia; Sun, Bixuan; Wisniewski, Suzanne L.W.

doi:10.1016/b978-0-12-815391-8.00027-6

Cited by 7 publications

(4 citation statements)

References 36 publications

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“…The significance of the change affects the quality of educational organizations so that it demands the adaptive role of educational institutions that are preventive. In the TQM study, one of the effective policy models developed in improving organizational quality is the benchmarking strategy (Acevedo-De-los-Ríos et al, 2021;Glewwe et al, 2020;Singhania et al, 2022). The implementation of the benchmarking strategy encourages institutional managers to anticipate challenges in the long term, looking deep into the map of the competitive process.…”

Section: Introductionmentioning

confidence: 99%

School Effectiveness: Institutional Benchmarking for Vocational High School Management

Prasetyo,

Salabi

2023

j. penelit. dan pengemb. pendidik.

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The disruption era presents a challenge for schools in the form of educational graduate standards in comparison to industry and the workforce. The government responded by instituting a policy of vocational schools to produce superior human resources. The adaptive strategy implemented is one of long-term quality improvement through the measurement of organizational performance using benchmarking models. The study aims to analyze the effectiveness of benchmarking techniques in improving educational services in Public Vocational High School. The research is qualitative in nature, employing case study techniques. The veracity of the data is checked using sources of principals, school public relation, and senior teacher. Data triangulation techniques and peer discussion were used to examining the data. The study's findings demonstrate technical benchmarking implementation through planning, analysis, integration, implementation, and maturity is known as institutionalist benchmarking. Benchmarking strategies for sustainable organizations are implemented concurrently through vision adaptation, mission and objectives toward strategic environments; benchmarking targeting focus determination, and goal determination through the fabric of school superior partnerships. Adaptation of the benchmarking outcomes program results in actualizing educational information system management, peer tutoring techniques, optimization of research activities, and strengthening internal supervision. In addition, interviews are the only method used to collect data for this study. Therefore, future research will investigate the school institution of others in Indonesia, particularly the development of vocational schools that have already integrated science and skill competencies.

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Section: Introductionmentioning

confidence: 99%

School Effectiveness: Institutional Benchmarking for Vocational High School Management

Prasetyo,

Salabi

2023

j. penelit. dan pengemb. pendidik.

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“…Many people see that with job satisfaction, Teachers are trained in tasks and have solutions to complete tasks within the specified time. In addition, teachers are more motivated to learn to complete obligations and have strong compliance with leaders in their schools (Alex Acquah et al, 2021;Glewwe et al, 2020).…”

Section: Introductionmentioning

confidence: 99%

The Effect of Reward Punishment System and Work Culture on Teacher Job Satisfaction

Syahmalini,

Alawi,

Ariyadi

2022

DSEM

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Teacher job satisfaction is one of the incentives for teachers to do their job well to achieve school goals. Of course, in order to educate high-quality students and achieve the goal of running a school, schools must pay attention to the level of teachers' job satisfaction. The purpose of this study was to describe the impact of reward system and work culture on job satisfaction among teachers in SMP Negeri 1 Aceh Tengah. This study used quantitative methods and research design (survey). The population used in this study was teachers from SMP Negeri 1 Aceh Tengah. The techniques used in this study were questionnaires, observations and recordings. The data analysis technique used in this study was multiple regression analysis. The result is shown below: 1). The reward and punishment system has an impact on teachers' job satisfaction, the t value is 3.576, and the t table of 1.683 indicates that 3.576>1.683, then reject Ho and accept h1. 2). Work culture has an impact on teacher job satisfaction, t-count is 3.443, t-table is 1.683, indicating that the value is 3.443>1.683, then reject Ho and accept H1. 3). The reward system and work culture have an impact on teacher job satisfaction, the calculated f value is 16,733, and the f table value is 3.23, indicating that the value 16,733 > 1,683, then Ho rejects and H1 accepts becomes . Therefore, the reward system and work culture had a significant impact on the job satisfaction of SMP Negeri 1 Aceh Tengah teachers.

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“…This study contributes to the recent work on personnel policies within the economics of education (Goldhaber, Grout and Huntington-Klein, 2017;Jacob et al, 2018;Bruno and Strunk, 2019), as well as the growing literature on teacher quality in the developing world (Glewwe et al, 2020). Specifically, this research offers crucial evidence of positive and significant effects of teachers screened and tenured through…”

Section: Whether These Policies Have Been Effective Remains An Open Q...mentioning

confidence: 76%

“…The scientific articles presented in Chapters 2 and 3 first contribute to the growing economic literature on teacher effectiveness in the developing world (Glewwe et al, 2020). In addition, they add to the findings of recent research on personnel policies in economics of education, which has shown that combining teacher background characteristics and screening measures in teacher hiring processes can strongly predict future effectiveness (Goldhaber, Grout and Huntington-Klein, 2017;Jacob et al, 2018;Bruno and Strunk, 2019).…”

Section: Introductionmentioning

confidence: 99%

The Impact of Teachers on Children’s Human Capital Accumulation : Evidence from a Developing and a Developed Economy

Piedra¹

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The aim of this dissertation is to broaden our current knowledge of the effects of teachers and their qualifications, as key school inputs, on the human capital accumulation of kindergarten and primary school children in Ecuador, a developing economy, and Germany, a developed one. Even though these two countries are vastly different in their economic, scientific, social and cultural characteristics, their contexts are similar in that little research has been conducted there on teachers in the framework of the education production function, and particularly of research with causal interpretation. This dissertation consists of an introduction and three independent scientific articles organized into Chapters. Introductory Chapter 1 reviews theoretical and empirical literature on teachers as a school input affecting students’ human capital accumulation in the education production function framework. In Chapter 2, I evaluate whether Ecuador's new teacher recruitment process, which requires teacher candidates to pass national entrance tests before they are allowed to participate in merit-based competitions for tenure at public schools, has served as an effective screening device and ultimately helped to improve student achievement in the first grades of primary school. To answer these questions, I analyze data from a unique Ecuadorian survey of schools in the academic year 2011-2012, which I match to individual teacher recruitment records from Ecuador’s Ministry of Education. I first estimate a value-added to student achievement model using Ordinary Least Squares (OLS). I then use Propensity Score Matching (PSM) to simulate a random assignment of students to teachers and estimate causal treatment effects. The evidence suggests that teachers awarded tenure through the new policy (test-screened tenured teachers) were no more effective overall in improving students' achievement in reading or math. Nonetheless, the OLS and PSM results also suggest that these teachers had a significant positive effect on reading achievement for students from poor households. The PSM estimations show an average treatment effect of about a 9 percent of a standard deviation in reading achievement for students living in poverty. In Chapter 3, Guido Heineck, Yyannú Cruz-Aguayo and I implement an experimental evaluation of the impact of Ecuador's new teacher recruitment process for kindergarten. We link administrative teacher information from Ecuador’s Ministry of Education to data from a unique experimental study where almost 15,000 kindergarten children were randomly assigned to their teachers in the 2012-2013 school year. Our results show positive and significant effects of test-screened tenured teachers of at least an 11 percent of a standard deviation for language, and a 9 percent of a standard deviation for math. These effects persist even after controlling for teacher academic degree, experience, cognitive ability, personality traits and classroom practices. In addition, our estimations show that tenured teachers significantly outperform contract teachers in Ecuador, which contrasts with recent evidence on the positive effects of fixed-term contract teachers in other developing countries. Furthermore, we confirm that the effects of test-screened tenured teachers on language learning are stronger for vulnerable children who started the school year with lower baseline test scores or came from socioeconomically disadvantaged families. Johanna Sophie Quis and I also study the effect of teachers on skill formation in Chapter 4, but in the context of a developed country, Germany. We use primary school data from the German National Educational Panel Study (NEPS) to estimate classroom effects on mathematical and language competence development, which are driven by teacher quality differences across classrooms. We estimate a value-added model with individual classroom fixed-, as well as random effects. Both model specifications apply empirical Bayes shrinkage to adjust the classroom effects’ estimates by their level of precision. Our results show substantial classroom effects and quality differences across the first grades of German primary school. One standard deviation increase in classroom effectiveness is associated with at least a 12 percent of a standard deviation increase in student mathematical competence scores, and at least 14 percent of a standard deviation increase in language competence scores. In addition, we find that none of the teacher characteristics typically used in teacher recruitment processes significantly explain the classroom quality differences. Interestingly, as parental assessment of teacher quality is the only indicator significantly associated with classroom effectiveness in language competence development, parents seem to be able to identify more effective language teachers.

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Teachers in developing countries

Cited by 7 publications

References 36 publications

School Effectiveness: Institutional Benchmarking for Vocational High School Management

School Effectiveness: Institutional Benchmarking for Vocational High School Management

The Effect of Reward Punishment System and Work Culture on Teacher Job Satisfaction

The Impact of Teachers on Children’s Human Capital Accumulation : Evidence from a Developing and a Developed Economy

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