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Does teacher subjective well-being influence students’ learning achievement? Evidence from public basic education in Peru

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  • José María Rentería
  • Dante Solano

Abstract

We estimate the influence of teacher subjective well-being (TSWB) on the mathematics learning achievement of public-school students in Peru. Using the National Teacher Survey and the Census Student Assessment, after exploratory and confirmatory factor analysis we identify three dimensions of TSWB: i) workplace relationships, ii) working conditions, and iii) living conditions. We estimate instrumental variables and perform quantile regressions to disentangle the relationship between TSWB and students’ learning outcomes. Our results show that TSWB has an inverted U-shaped influence on test scores, suggesting the presence of the “too-much-of-a-good-thing effect”, and therefore the existence of an optimal threshold after which its effect becomes detrimental. Workplace relationships appear to be the most influential TSWB factor on students’ academic achievement.

Suggested Citation

  • José María Rentería & Dante Solano, 2022. "Does teacher subjective well-being influence students’ learning achievement? Evidence from public basic education in Peru," Working Papers 190, Peruvian Economic Association.
    • Handle: RePEc:apc:wpaper:190
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    More about this item

    Keywords

    Teacher subjective well-being; learning achievement;

    JEL classification:

    • A12 - General Economics and Teaching - - General Economics - - - Relation of Economics to Other Disciplines
    • C36 - Mathematical and Quantitative Methods - - Multiple or Simultaneous Equation Models; Multiple Variables - - - Instrumental Variables (IV) Estimation
    • I21 - Health, Education, and Welfare - - Education - - - Analysis of Education
    • I31 - Health, Education, and Welfare - - Welfare, Well-Being, and Poverty - - - General Welfare, Well-Being

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