Teacher Characteristics, Actions and Perceptions: What Matters for Student Achievement in Pakistan?
AbstractSubstandard teaching is believed to be the foremost reason for poor quality schooling in the developing world. This paper uses unique data from primary schools in the state of Punjab in Pakistan to delve into the issues that may determine what makes one teacher more effective than another. The hypothesis that differential teacher effectiveness stems from far more than observable teacher characteristics is tested and more nuanced reasons behind these differences are examined. In particular, teacher attitudes and opinions are investigated to give a more holistic approach to researching teacher effectiveness and its impact on student learning.
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Bibliographic InfoPaper provided by Centre for the Study of African Economies, University of Oxford in its series CSAE Working Paper Series with number 2013-19.
Date of creation: 2013
Date of revision:
teacher effectiveness; student achievement; teacher attitudes; teacher opinions; fixed effects; Pakistan;
This paper has been announced in the following NEP Reports:
- NEP-ALL-2014-01-10 (All new papers)
- NEP-EDU-2014-01-10 (Education)
- NEP-URE-2014-01-10 (Urban & Real Estate Economics)
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