Rationality in Public Sector Salary Scales: The Case of Rural Teachers in Pakistan
Abstract
Public sector salaries, including those that apply to rural teachers in Pakistan, are rigidly determined by educational qualifications and experience. If it can be determined that educational qualifications and experience enhance teacher cognitive skills, which in turn enhance student cognitive skills, one can infer that there is some rationality to such a salary structure and that teacher incentives are compatible with teacher effectiveness.We utilized two data sets to test these propositions. The first, based only on a survey of government schools, seemed to suggest that some rationality, with many qualifications, existed in rural public sector schooling salary scales. However, utilizing a more recent data set that is disaggregated by school type (government, non-government and private sectors) showed no such rationality existed in the public sector, while salaries were responsive to qualifications in the non-government and private sectors.Download Info
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Bibliographic Info
Article provided by Taylor and Francis Journals in its journal Education Economics.
Volume (Year): 10 (2002)
Issue (Month): 3 ()
Pages: 333-345
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Citations
Citations are extracted by the CitEc Project, subscribe to its RSS feed for this item.Cited by:
- Monazza Aslam & Geeta Kingdon, 2007.
"What can Teachers do to Raise Pupil Achievement?,"
CSAE Working Paper Series
2007-14, Centre for the Study of African Economies, University of Oxford.
- Aslam, Monazza & Kingdon, Geeta, 2011. "What can teachers do to raise pupil achievement?," Economics of Education Review, Elsevier, vol. 30(3), pages 559-574, June.
- Monazza Aslam & Geeta Kingdon, 2007. "What can Teachers do to Raise Pupil Achievement?," Economics Series Working Papers WPS/2007-14, University of Oxford, Department of Economics.
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