Teacher Shocks and Student Learning: Evidence from Zambia
| Autor: | James Habyarimana, Jishnu Das, Pramila Krishnan, Stefan Dercon |
|---|---|
| Rok vydání: | 2004 |
| Předmět: |
Organizational Behavior and Human Resource Management
Economics and Econometrics Strategy and Management education Developing country Academic achievement behavioral disciplines and activities Education Management of Technology and Innovation mental disorders jel:I28 Girls Education Educational Sciences Teaching and Learning Gender and Education Primary Education Development economics JEL: 016 Academic year JEL: I28 Teacher education Educational attainment jel:H31 Test score Africa Absenteeism Demographic economics jel:O16 JEL: H31 Panel data |
| Zdroj: | Teacher Shocks And Student Learning : Evidence From Zambia |
| Popis: | A large literature examines the link between shocks to households and the educational attainment of children. The authors use new data to estimate the impact of shocks to teachers on student learning in mathematics and English. Using absenteeism in the 30 days preceding the survey as a measure of these shocks they find large impacts: A 5 percent increase in the teacher's absence rate reduces learning by 4 to 8 percent of average gains over the year. This reduction in learning achievement likely reflects both the direct effect of increased absenteeism and the indirect effects of less lesson preparation and lower teaching quality when in class. The authors document that health problems-primarily teachers' own illness and the illnesses of their family members-account for more than 60 percent of teacher absences; not surprising in a country struggling with an HIV/AIDS epidemic. The relationship between shocks to teachers and student learning suggests that households are unable to substitute adequately for teaching inputs. Excess teaching capacity that allows for the greater use of substitute teachers could lead to larger gains in student learning. |
| Databáze: | OpenAIRE |
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