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Getting teachers back to the classroom. A systematic review on what works to improve teacher attendance in developing countries

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Listed:
  • Gabriela Guerrero
  • Juan Leon
  • Mayli Zapata
  • Santiago Cueto

Abstract

This article reports on a systematic review of research on the effectiveness of interventions aimed at increasing teacher attendance in developing countries. After a comprehensive search process, nine studies met the inclusion criteria. Pooled effects sizes of included studies were estimated (with the exception of three studies that had unavailable information to calculate their effect sizes). Results show that direct interventions coupling monitoring systems with incentives and indirect interventions involving the community and parents in students' education had statistically significant effects on teacher attendance, suggesting that close monitoring and attractive incentives are mechanisms of high potential to reduce teacher absenteeism.

Suggested Citation

  • Gabriela Guerrero & Juan Leon & Mayli Zapata & Santiago Cueto, 2013. "Getting teachers back to the classroom. A systematic review on what works to improve teacher attendance in developing countries," Journal of Development Effectiveness, Taylor & Francis Journals, vol. 5(4), pages 466-488, December.
    • Handle: RePEc:taf:jdevef:v:5:y:2013:i:4:p:466-488
    DOI: 10.1080/19439342.2013.864695
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    References listed on IDEAS

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    1. Esther Duflo, 2005. "Monitoring Works: Getting Teachers to Come to School," Working Papers id:301, eSocialSciences.
    2. Santiago Cueto & Máximo Torero & Juan León & José Deustua, 2008. "Asistencia docente y rendimiento escolar: el caso del Programa META," Documentos de Investigación dt53, Grupo de Análisis para el Desarrollo (GRADE).
    3. Esther Duflo & Pascaline Dupas & Michael Kremer, 2011. "Peer Effects, Teacher Incentives, and the Impact of Tracking: Evidence from a Randomized Evaluation in Kenya," American Economic Review, American Economic Association, vol. 101(5), pages 1739-1774, August.
    4. Abhijit V. Banerjee & Rukmini Banerji & Esther Duflo & Rachel Glennerster & Stuti Khemani, 2010. "Pitfalls of Participatory Programs: Evidence from a Randomized Evaluation in Education in India," American Economic Journal: Economic Policy, American Economic Association, vol. 2(1), pages 1-30, February.
    5. Karthik Muralidharan & Venkatesh Sundararaman, 2011. "Teacher Performance Pay: Experimental Evidence from India," Journal of Political Economy, University of Chicago Press, vol. 119(1), pages 39-77.
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    Cited by:

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    2. John P. A. Ioannidis & T. D. Stanley & Hristos Doucouliagos, 2017. "The Power of Bias in Economics Research," Economic Journal, Royal Economic Society, vol. 127(605), pages 236-265, October.
    3. repec:wly:econjl:v::y:2017:i:605:p:f236-f265 is not listed on IDEAS
    4. Aker, Jenny C. & Ksoll, Christopher, 2019. "Call me educated: Evidence from a mobile phone experiment in Niger✰," Economics of Education Review, Elsevier, vol. 72(C), pages 239-257.
    5. Asim, Minahil & Dee, Thomas S., 2022. "Mobile Phones, Civic Engagement, and School Performance in Pakistan," Economics of Education Review, Elsevier, vol. 89(C).

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