The Impact of teacher knowledge on student achievement in 14 sub-Saharan African countries

While the most analyzed variable in education production function literature is teacher education and experience, very few research papers focus on teacher achievement. In this paper, the authors explore the potential effect of teacher knowledge in mathematics and reading on student achievement by using a unique international database which includes 14 Sub-Saharan countries. They show that teacher knowledge differs between countries, and between different clusters within countries. Moreover, while in some countries, teacher knowledge does not have a strong impact on pupil achievement, in others like Namibia and South Africa, its effect is very large and significant. In addition, in Tanzania and South Africa, more able teachers are unequally distributed within the country. Lastly, the authors show that teacher achievement is highly correlated with specific teacher characteristics, such as experience or education.

author
Altinok, Nadir
series
Background paper prepared for the Education for All Global Monitoring Report 2013/4 Teaching and learning: Achieving quality for all
language
eng
Institutions
UNESCO
date
2013
Pages
41 p.
regions
Africa
Bookmark this
themes
Cross-national studies
Teachers
Pays
Botswana
Kenya
Lesotho
Malawi
Mauritius
Mozambique
Namibia
Seychelles
South Africa
Swaziland
Tanzania UR
Uganda
Zambia
Zimbabwe
levels
Primary education

Ressources liƩes