Use this URL to cite or link to this record in EThOS: http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.572973
Title: Teachers : an investigation into teacher quality and effectiveness
Author: Rawal, Shenila
Awarding Body: Institute of Education, University of London
Current Institution: UCL Institute of Education (IOE)
Date of Award: 2013
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Abstract:
This thesis presents a descriptive statistic and econometric analysis of differential teacher effectiveness in developing countries. The first chapter uses several different datasets to exam1ne South Asia's track record with regards to teacher quality. This quantitative analysis contributes to the evidence-base and confirms that teachers' subject-knowledge, management and accountability are vital aspects of teacher quality and require much improvement. The evidence also indicates that there is a growing use of contract teachers to help address rising student numbers by financially constrained governments, and that observable teacher characteristics play a limited role in explaining differential teacher effectiveness. These crucial findings are then investigated further. In the second chapter a systematic review of the international literature is conducted to examine whether contract teachers are indeed a cost-effective intervention. The stringent review process and methodology used provide significant and comprehensive evidence that contract teachers are as effective, if not more so, than regular teachers, and are conclusively more cost-effective than regular teachers. The final chapters test the hypothesis that differential teacher effectiveness stems from more than observable teacher characteristics, and more innovative reasons behind these differences are examined, with data from India and Pakistan. In particular, the social distance between the teacher and the taught as well as teacher attitudes and opinions are investigated, to give a more holistic approach to researching teacher effectiveness and its impact on student learning. The stringent pupil fixed effects methodology results show that a student's achievement in a subject in which teacher and pupil share the same gender, caste and religion is, on average, nearly a quarter of a SD higher than the same child's achievement in a subject taught by a teacher who does not share the same demographic characteristics (India). It also shows that teachers' attitudes and opinions can significantly affect students' educational outcomes (Pakistan).
Supervisor: Not available Sponsor: Not available
Qualification Name: Thesis (Ph.D.) Qualification Level: Doctoral
EThOS ID: uk.bl.ethos.572973  DOI: Not available
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