Why are teachers absent? Probing service delivery in Peruvian primary schools

Alcázar, Lorena; Rogers, Frances; Chaudhury, Nazmul; Hammer, Jeffrey S.; Kremer, Michael; Muralidharan, Karthik

doi:10.1016/j.ijer.2006.11.007

Cited by 57 publications

(46 citation statements)

References 9 publications

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“…Kremer et al (2005), for example, reported 25% of teachers were absent and 50% not teaching during unannounced visits to a nationally representative sample of Indian primary schools. They also reported high absences in Uganda (27%) and Indonesia (19%), while another study (Alcázar et al, 2006) has reported on the situation in Peru. While only 11% of Peruvian teachers overall were absent, this rose to 16% and 21% respectively when the focus was narrowed to poor and remote districts.…”

Section: Theorizing Challenges To Teacher Motivation In Developing Comentioning

confidence: 91%

Motivating teachers in the developing world: Insights from research with English language teachers in Oman

Wyatt

2013

Int Rev Educ

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According to some commentators, targets set by the international community for bringing education to all children in developing countries are threatened by a teacher motivation crisis. For this crisis to be addressed, challenges to the motivation of teachers in such contexts need to be understood from perspectives both theoretical and comparative. Thus, motivation theory is required as well as analysis of the changes that have taken place in countries whose education systems have developed rapidly in recent decades. Stories of motivated teacher behaviour in such national contexts, which include the Sultanate of Oman, might be of relevance to educational reformers. Drawing upon self-determination theory, this article discusses the nature of the reported teacher motivation crisis in the developing world, highlights recent historical developments in Oman, considers the extent to which negative environmental influences on teacher motivation in Oman have been addressed and then looks for evidence of intrinsic motivation in case studies of Omani English teachers. Returning to the developing world, conclusions focus on how teachers' psychological needs for relatedness, competence and autonomy can be met through educational policies that reduce negative influences on teacher motivation and provide both inspiring professional development opportunities and work environments characterized by respect.

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Section: Theorizing Challenges To Teacher Motivation In Developing Comentioning

confidence: 91%

Motivating teachers in the developing world: Insights from research with English language teachers in Oman

Wyatt

2013

Int Rev Educ

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“…A study done for Peru found that contract teachers were 12-13% more likely to be absent than regular teachers (Alcazar et al 2006); whereas in Togo, contract teachers on an average chose to come only half-a-day less than regular teachers in an year (Vegas and De Laat 2003).…”

Section: Education Economics 465mentioning

confidence: 99%

Contract teachers in India

Goyal

Pandey

2013

Education Economics

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“…While the traditional schools face all of the usual challenges-including teacher shortages, high rates of teacher absenteeism, insufficient resources, and poor infrastructure (Adele, 2008;Alcazar et al, 2006)-village-based schools face additional hurdles.…”

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confidence: 99%

The Effect of Village-Based Schools: Evidence from a Randomized Controlled Trial in Afghanistan

Burde¹,

Linden

2012

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Standard-Nutzungsbedingungen:Die Dokumente auf EconStor dürfen zu eigenen wissenschaftlichen Zwecken und zum Privatgebrauch gespeichert und kopiert werden.Sie dürfen die Dokumente nicht für öffentliche oder kommerzielle Zwecke vervielfältigen, öffentlich ausstellen, öffentlich zugänglich machen, vertreiben oder anderweitig nutzen.Sofern die Verfasser die Dokumente unter Open-Content-Lizenzen (insbesondere CC-Lizenzen) zur Verfügung gestellt haben sollten, gelten abweichend von diesen Nutzungsbedingungen die in der dort genannten Lizenz gewährten Nutzungsrechte. www.econstor.eu We conduct a randomized evaluation of the effect of village-based schools on children's academic performance using a sample of 31 villages and 1,490 children in rural northwestern Afghanistan. The program significantly increases enrollment and test scores among all children, eliminates the 21 percentage point gender disparity in enrollment, and dramatically reduces the disparity in test scores. The intervention increases formal school enrollment by 42 percentage points among all children and increases test scores by 0.51 standard deviations (1.2 standard deviations for children that enroll in school). While all students benefit, the effects accrue disproportionately to girls. Evidence suggests that the villagebased schools provide a comparable education to traditional schools. Estimating the effects of distance on academic outcomes, children prove very sensitive: enrollment and test scores fall by 16 percentage points and 0.19 standard deviations per mile. Distance affects girls more than boys -girls' enrollment falls by 6 percentage points more per mile (19 percentage points total per mile) and their test scores fall by an additional 0.09 standard deviations (0.24 standard deviations total per mile). Terms of use: Documents in D I S C U S S I O N P A P E R S E R I E S JEL Classification:I21, I25, I28, O12, O22

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Why are teachers absent? Probing service delivery in Peruvian primary schools

Cited by 57 publications

References 9 publications

Motivating teachers in the developing world: Insights from research with English language teachers in Oman

Motivating teachers in the developing world: Insights from research with English language teachers in Oman

Contract teachers in India

The Effect of Village-Based Schools: Evidence from a Randomized Controlled Trial in Afghanistan

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