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Teacher job satisfaction, student achievement, and the cost of primary education in Francophone Sub-Saharan Africa

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  • Michaelowa, Katharina

Abstract

Low teacher motivation and its detrimental effect on student achievement are central problems of many education systems in Africa. Using standardized data for student achievement in Burkina Faso, Cameroon, Côte d`Ivoire, Madagascar and Senegal, this paper analyzes the empirical links between various policy measures, teacher job satisfaction and primary education outcomes. It appears that there is only very limited evidence for the effectiveness of intensively debated and costly measures such as increasing teachers salaries, reducing class size, and increasing academic qualification requirements. Other, more simple measures such as improved equipment with textbooks are both more effective and less costly. It also appears that teacher job satisfaction and education quality are not necessarily complementary objectives. Especially those measures ensuring control and incentive related working conditions for teachers, significantly increase student achievement while reducing teacher job satisfaction. In addition, teachers` academic qualification beyond the "baccalauréat", while beneficial for students` learning, tends to lead to a mismatch between teachers` expectations and professional realities, and thereby reduces teachers` job satisfaction.

Suggested Citation

  • Michaelowa, Katharina, 2002. "Teacher job satisfaction, student achievement, and the cost of primary education in Francophone Sub-Saharan Africa," HWWA Discussion Papers 188, Hamburg Institute of International Economics (HWWA).
  • Handle: RePEc:zbw:hwwadp:26273
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    File URL: https://www.econstor.eu/bitstream/10419/19349/1/188.pdf
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    Cited by:

    1. O. D. Marcenaro-Gutierrez & M. Luque & L. A. Lopez-Agudo, 2016. "Balancing Teachers’ Math Satisfaction and Other Indicators of the Education System’s Performance," Social Indicators Research: An International and Interdisciplinary Journal for Quality-of-Life Measurement, Springer, vol. 129(3), pages 1319-1348, December.
    2. Ali, Wajid & Munir, Kashif, 2016. "Testing Wagner versus Keynesian Hypothesis for Pakistan: The Role of Aggregate and Disaggregate Expenditure," MPRA Paper 74570, University Library of Munich, Germany.

    More about this item

    Keywords

    teacher job satisfaction; student achievement; Africa;

    JEL classification:

    • O20 - Economic Development, Innovation, Technological Change, and Growth - - Development Planning and Policy - - - General
    • I21 - Health, Education, and Welfare - - Education - - - Analysis of Education
    • O15 - Economic Development, Innovation, Technological Change, and Growth - - Economic Development - - - Economic Development: Human Resources; Human Development; Income Distribution; Migration

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