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Better Teachers, Better Results? Evidence from rural Pakistan

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  • Marine de Talancé

    (ERUDITE - Equipe de Recherche sur l’Utilisation des Données Individuelles en lien avec la Théorie Economique - UPEC UP12 - Université Paris-Est Créteil Val-de-Marne - Paris 12 - Université Gustave Eiffel, LEDA-DIAL - Développement, Institutions et Modialisation - LEDa - Laboratoire d'Economie de Dauphine - IRD - Institut de Recherche pour le Développement - Université Paris Dauphine-PSL - PSL - Université Paris Sciences et Lettres - CNRS - Centre National de la Recherche Scientifique)

Abstract

Most of the existing literature examining the determinants of school quality in developing countries has failed to take into account the crucial role of teachers. This study assesses how teachers contribute to knowledge acquisition in Punjab, Pakistan. The baseline specification used is a gain model with three different levels of fixed effects. We find that teacher quality is strongly correlated with student achievement. Increasing teachers' wages could improve schooling quality, as could the recruitment of local and contract teachers. Our analysis also underlines the importance of reforming training programs and rethinking wage policies.

Suggested Citation

  • Marine de Talancé, 2016. "Better Teachers, Better Results? Evidence from rural Pakistan," Post-Print hal-04088463, HAL.
    • Handle: RePEc:hal:journl:hal-04088463
    DOI: 10.1080/00220388.2016.1265944
    Note: View the original document on HAL open archive server: https://hal.science/hal-04088463
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    References listed on IDEAS

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    1. Kane, Thomas J. & Rockoff, Jonah E. & Staiger, Douglas O., 2008. "What does certification tell us about teacher effectiveness? Evidence from New York City," Economics of Education Review, Elsevier, vol. 27(6), pages 615-631, December.
    2. Sebastian Fehrler & Katharina Michaelowa & Annika Wechtler, 2009. "The Effectiveness of Inputs in Primary Education: Insights from Recent Student Surveys for Sub-Saharan Africa," Journal of Development Studies, Taylor & Francis Journals, vol. 45(9), pages 1545-1578.
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