Developing a Proficient and Motivated Teacher Workforce in the Philippines

Over the last decade, research from many different countries has demonstrated the important role played by teachers in increasing students’ learning and improving their academic performance. Studies from countries as different as the US and Indones...

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Main Author: World Bank Group
Format: Report
Language:English
en_US
Published: World Bank, Washington, DC 2016
Subjects:
Online Access:http://documents.worldbank.org/curated/en/2016/07/26573004/developing-proficient-motivated-teacher-workforce-philippines
http://hdl.handle.net/10986/24746
id okr-10986-24746
recordtype oai_dc
spelling okr-10986-247462021-06-14T10:13:37Z Developing a Proficient and Motivated Teacher Workforce in the Philippines World Bank Group teacher quality public expenditure education reform primary education secondary education learning environment teacher training teacher salaries Over the last decade, research from many different countries has demonstrated the important role played by teachers in increasing students’ learning and improving their academic performance. Studies from countries as different as the US and Indonesia have shown the enormous benefits that follow from having adequate and effective teachers working in a country’s schools. In Indonesia, a value-added analysis of student learning outcomes found that the more teachers know, the greater the improvements in the learning competencies of primary and junior secondary students. In the US, better teaching in elementary and secondary schools has been shown to increase students’ college participation rates, raise their subsequent earnings, and improve other long-term outcomes. Providing teachers with good quality professional development opportunities has been shown to be an effective way of increasing their competencies and improving student learning outcomes in many different settings. A series of systematic reviews have been undertaken recently to assess the impact of different interventions on student learning outcomes in developing countries. One of the most consistent findings from these reviews has been the positive and significant impact that interventions to strengthen teaching practice, introduce innovative instructional methods, and strengthen teachers’ subject knowledge can have on student learning. However, in many countries, such professional development opportunities frequently fail to meet even minimum levels of quality and fall short of what teachers want and need. 2016-08-01T21:00:06Z 2016-08-01T21:00:06Z 2016-06 Report http://documents.worldbank.org/curated/en/2016/07/26573004/developing-proficient-motivated-teacher-workforce-philippines http://hdl.handle.net/10986/24746 English en_US Philippines education note,no. 3; CC BY 3.0 IGO http://creativecommons.org/licenses/by/3.0/igo/ World Bank World Bank, Washington, DC Economic & Sector Work :: Policy Note Economic & Sector Work East Asia and Pacific Philippines
repository_type Digital Repository
institution_category Foreign Institution
institution Digital Repositories
building World Bank Open Knowledge Repository
collection World Bank
language English
en_US
topic teacher quality
public expenditure
education reform
primary education
secondary education
learning environment
teacher training
teacher salaries
spellingShingle teacher quality
public expenditure
education reform
primary education
secondary education
learning environment
teacher training
teacher salaries
World Bank Group
Developing a Proficient and Motivated Teacher Workforce in the Philippines
geographic_facet East Asia and Pacific
Philippines
relation Philippines education note,no. 3;
description Over the last decade, research from many different countries has demonstrated the important role played by teachers in increasing students’ learning and improving their academic performance. Studies from countries as different as the US and Indonesia have shown the enormous benefits that follow from having adequate and effective teachers working in a country’s schools. In Indonesia, a value-added analysis of student learning outcomes found that the more teachers know, the greater the improvements in the learning competencies of primary and junior secondary students. In the US, better teaching in elementary and secondary schools has been shown to increase students’ college participation rates, raise their subsequent earnings, and improve other long-term outcomes. Providing teachers with good quality professional development opportunities has been shown to be an effective way of increasing their competencies and improving student learning outcomes in many different settings. A series of systematic reviews have been undertaken recently to assess the impact of different interventions on student learning outcomes in developing countries. One of the most consistent findings from these reviews has been the positive and significant impact that interventions to strengthen teaching practice, introduce innovative instructional methods, and strengthen teachers’ subject knowledge can have on student learning. However, in many countries, such professional development opportunities frequently fail to meet even minimum levels of quality and fall short of what teachers want and need.
format Report
author World Bank Group
author_facet World Bank Group
author_sort World Bank Group
title Developing a Proficient and Motivated Teacher Workforce in the Philippines
title_short Developing a Proficient and Motivated Teacher Workforce in the Philippines
title_full Developing a Proficient and Motivated Teacher Workforce in the Philippines
title_fullStr Developing a Proficient and Motivated Teacher Workforce in the Philippines
title_full_unstemmed Developing a Proficient and Motivated Teacher Workforce in the Philippines
title_sort developing a proficient and motivated teacher workforce in the philippines
publisher World Bank, Washington, DC
publishDate 2016
url http://documents.worldbank.org/curated/en/2016/07/26573004/developing-proficient-motivated-teacher-workforce-philippines
http://hdl.handle.net/10986/24746
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