Plenary: Group Report Part Teacher Motivation and Education Governance Presentation to 9th International Policy Dialogue Forum 5-7 December 2016 Siem Reap, Cambodia

1. TEACHER MOTIVATION
AND EDUCATION
GOVERNANCE9th International Policy Dialogue Forum onTeacher Motivation
Siem Reap, Cambodia
December 7, 2016
Moderator: Fatimata Ba Diallo (bfatima@confemen.org)
Rapporteur: Isabelle Byusa (isabelle_byusa@mail.harvard.edu)
Presenter: Martial Dembélé (martial.dembele@umontreal.ca)

2. Context
■ Peter Lind – MotivatingTeachers through Registration Standards: a shield, a map and
a lighthouse
■ Martial Dembélé –The Use of ContractTeachers in Sub-SaharanAfrica: A review of the
situation in 24 countries
■ Liu Jing –Teacher Honour System in China and its Impact onTeachers andTeaching
Profession
■ Winsome Gordon – Enabling a MotivatedTeacher

3. Key Discussion Points
■ The need to appropriately recognize and value teaching as a profession
■ The impact of awards and recognition in motivating teachers in different contexts
■ Financial implications associated with reforming teacher policies
■ Good governance framework including equity, fairness, transparency, accountability

4. Recommendations

5. #1: Attract good candidates, develop them
into effective teachers and retain them
■ To recognize teaching as a profession:
– a knowledge base for practice;
– a specialized, high level and high quality professional education program designed to help
candidates acquire this knowledge base;
– professional autonomy, including some control over the curriculum and pedagogy of the
professional education program, certification and recruitment;
– high symbolic economic value, which depends in part on remuneration;
– public recognition, including of the specialized nature of the knowledge base for practice, of
the expertise of the practitioners and of the importance of what they do for society; and
– This includes the recognition of qualifications, setting a standard, providing sufficient recourses, providing
appropriate salary based on their education, level and compared to other professions.

6. #1: Attract good candidates, develop them
into effective teachers and retain them
■ Attraction
– Find ways to make teaching a first career choice (recognition, salary incentives, clear career path)
– High level of training
– Fair and transparent recruitment
■ Deployment
– comprehensive, supportive induction period for all teachers, and particularly for areas that are in difficult-to-staff
areas
– Regionalization of teachers, with care
■ Retention
– Decent remuneration
– Recognition through award systems (China, Jamaica case studies)
– CPD
– Professional autonomy
– Professional code of conduct

7. #2: Gather data to create a better
understanding of the concept of motivation,
and influence policy based on data collected
■ Teacher Management information systems should be created
■ A need to develop instruments to measure success of teacher policy interventions
■ Commission a review of teacher award systems

8. #3: Decisions that are made between
government and teacher unions should
have a legal basis
■ Negotiations must simply not be changed by the whims of political terms
■ all major decisions should have a legal basis, and longer timeframe

9. #4: Regulate the proportion of contract
teachers in proportion to tenured teachers
■ Because teaching is a profession of human interactions, stability is an important
factor. It takes time for people to develop as professionals/develop expertise
■ If teachers do not have clear career prospects, it is hard to retain them long enough to
this end.We know that high turnover and attrition are harmful to student learning

10. #5: Ensure school principals are prepared
and supported to play the roles expected
of them
■ The roles of principals should be clearly defined
■ Find ways to place teachers in conditions where they will succeed
■ School principals must build in CPD in staff time
■ Important for principals to creating conditions where there is a mandatory induction
period along with a mentorship program (as in Jamaica)

11. #6: Allocate resources for the
implementation of teacher policy
reform■ There are financial implications associated with implementing all the above. As such,
we encourage governments to generate internal revenue to support these efforts
– An example would be through a tax scheme on large corporations

12. Q & A