Heterogenous Teacher Effects of Two Incentive Schemes : Evidence from a Low-Income Country
This paper reports on a randomized evaluation of two teacher incentive programs, which were conducted in a nationally representative sample of 420 public primary schools in Guinea. In 140 schools, high-performing teachers were rewarded in-kind, wit...
| Main Authors: | , , , |
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| Format: | Working Paper |
| Language: | English |
| Published: |
World Bank, Washington, DC
2021
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| Subjects: | |
| Online Access: | http://documents.worldbank.org/curated/en/533501620408965526/Heterogenous-Teacher-Effects-of-Two-Incentive-Schemes-Evidence-from-a-Low-Income-Country http://hdl.handle.net/10986/35565 |
| Summary: | This paper reports on a randomized
evaluation of two teacher incentive programs, which were
conducted in a nationally representative sample of 420
public primary schools in Guinea. In 140 schools,
high-performing teachers were rewarded in-kind, with the
value of goods increasing with level of performance. In
another 140 schools, high-performing teachers received a
certificate and public recognition from the government.
After one year, the in-kind program improved learning by
0.24 standard deviations, while the recognition treatment
had a smaller and statistically insignificant impact. After
two years, the effect from the in-kind program was smaller
(0.16 standard deviations) and not significant; the paper
provides suggestive evidence that the reduction may be due
to the onset of an Ebola outbreak. The effects of the
recognition program remained small and insignificant. The
effects differed by teacher gender: for female teachers,
both programs were equally effective, while for male
teachers, only the in-kind program led to statistically
significant effects. |
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