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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World Bank, Washington, DC
2016
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| Online Access: | 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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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 |
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Digital Repository |
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Foreign Institution |
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Digital Repositories |
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World Bank Open Knowledge Repository |
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World Bank |
| language |
English en_US |
| topic |
teacher quality public expenditure education reform primary education secondary education learning environment teacher training teacher salaries |
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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 |
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East Asia and Pacific Philippines |
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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 |
| _version_ |
1764457672647639040 |