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Working Conditions of Teacher in Low- and Middle-Income Countries
- 1. The Working Conditions of Teachers in Low- and Middle-Income Countries David K. Evans Fei Yuan June 2018
- 2. Teachers are important 4 Teacher effects estimates are substantial in a range of contexts Teacher knowledge matters • Teacher behavior matters Even the most effective interventions not labeled as teacher interventions are often delivered via teachers SIMCE 2009; Hanushek and Rivin 2010; Chetty et al. 2014; Araujo et al.2016; Bau and Das 2017; Buhl-Wiggers et al.2017; Bold et al.2018; Hill et al. 2005; Snilstveit et al. 2015
- 3. Teachers are often pointed to as the problem 4 Service Delivery Indicators (SDI) Teacher salary as the single largest budget item • High absenteeism • Little instructional time • Insufficient mastery of content knowledge As civil service employees, many teachers enjoy relatively high pay and generous benefits Bold et al. 2017
- 4. There are constant calls for increased accountability for teachers 4 Contract tenure Teacher performance pay Increase teacher pay Teacher accountability Mbiti 2016; Bruns et al. 2011; de Ree et al. 2017
- 5. But why do teachers not perform? 4 • Low job satisfaction • Low pay – strikes • High attrition • Poor living and working conditions • Lack of professional incentives, implicit and explicit Very little large-scale quantitative data on this topic • TALIS for OECD countries • SABER teachers – policy assessment What do teachers say? What do we know?
- 6. 4 Characterizes the working conditions of teachers to provide context to the failures of teacher performance Brings into one place evidence from a wide array of smaller scale quantitative and qualitative sources A starting point to fill another dimension of policy debates around teachers This paper
- 7. 4 This paper The objective is not to justify poor performance on the part of teachers, but to recognize that poor performance is often the product of a system which may include poor working conditions
- 8. Search Strategy and Method 4 Icon made by Freepik from www.flaticon.com • No SDI for teacher working conditions but a LOT of anecdotes. • We did searches on Google, Google Scholar, major journals. “teacher motivation”+ “teacher job satisfaction”+ “teacher working conditions” + “teacher living conditions” + “developing countries” + “country name” • Books, journal articles and references from them • Reports • Public Expenditure Reviews (PER) and Public Expenditure Tracking Surveys (PETS) anecdotes systematic data
- 9. Search Strategy and Method 4 Icon made by Freepik from www.flaticon.com • No SDI for teacher working conditions but a LOT of anecdotes. • We did searched on Google, Google Scholar, major journals. • Books, journal articles and references from them • Reports • Public Expenditure Reviews (PER) and Public Expenditure Tracking Surveys (PETS) anecdotes systematic data In the absence of systematic data, we bring a wide range of small-scale surveys and qualitative data to substantiate anecdotes rooted in reality.
- 10. What do humans need? 4 Maslow’s Hierarchy of Needs Maslow, 1943 Self- actualization Esteem needs Belongingness and love needs Safety needs Physiological needs Self-fulfillment needs Psychological needs Basic needs
- 11. What do teachers need? 4 • Work load, work environment • Initial & continuing preparation • Living conditions; compensation • Social status of teachers • School management • Career development Self-fulfillment needs Psychological needs Basic needs
- 12. Basic needs
- 13. Work load 0.7 0.8 0.9 1 1.1 1.2 1.3 1.4 1.5 1.6 Proportion Cambodia Cameroon Kenya Lesotho Tanzania Uganda Zambia 5 years before Last year with fees 5 years after Pupil to Teacher Ratio (PTR) in the years after the implementation of Free Primary Education compared to that in the last year with fees WDI 2017
- 14. Besides teaching Teachers often assume other activities and duties Extra curricular Collect census data Parental association Paperwork Construction work Liu and Onwuegbuzie 2012; Luschei and Chudgar 2017; Bennell and Akyeampong 2007; Vavrus and Salema 2013
- 15. Initial preparation 0 10 20 30 40 50 60 70 80 90 100 Percentage Percentage of untrained teachers in primary education UIS 2017, year 2015 or latest year available since 2011
- 16. Getting Better: Professional Development SABER teachers 2017
- 17. Teachers' salaries as a percentage of GDP per capita, lower secondary education 0 2 4 6 8 10 12 Gabon Congo,Dem.Rep. Congo,Rep. Cameroon Sudan CaboVerde Gambia,the Guinea SãoToméandPrincipe Liberia Guinea-Bissau Mauritania SierraLeone Uganda Ghana Madagascar SSA Senegal Benin Mali Comoros Tanzania Rwanda CentralAfricanRepublic Côted'Ivoire Niger Kenya BurkinaFaso Togo Lesotho Burundi Chad Malawi Uruguay Argentina Peru Chile LAC Mexico Paraguay DominicanRepublic Jamaica Colombia Indonesia EAP Thailand Malaysia Philippines SriLanka Egypt,ArabRep. Tunisia Jordan MENA Morocco Djibouti Macedonia,FYR Georgia Bulgaria ECA Montenegro Turkey Teacher pay OECD 2016, Pole de Dakar 2016, UNESCO 2013 High income Middle income Low income
- 18. Relatively high pay masks poor living conditions Teachers in Lesotho, Zambia, Sierra Leone Went to work hungry Teachers in Ilala, Tanzania and 31% failed to prepare their lessons Needed to make extra money Primary teachers in Cambodia; also in Uganda Took other jobs Principals in Tajikistan reported that teachers wanted to increase their salary Wanted to work more 50% 94% 68% 75% Bennell and Akyeampong 2007; Timothy and Nkwama 2017; World Bank 2016; World Bank 2008
- 19. Delays and leaks in teacher salary payment Insufficient budget Lengthy payrollprep. Salaryleaks Inefficient delivery Lao PDR 70% delay Chad Arrears of 10 months Philippines 40-50% delay Madagascar Substantial delay Afghanistan 20% delay DRC 100% delay Liberia Travel costs 25-50% salary Zambia Travel takes 12 days Afghanistan No travel budget Mali Delays if collectors are busy DRC Less than 60% of owed Yemen Never the same in two consecutive months World Bank: PERS and PETS in multiples years.
- 21. School management Madagascar Indonesia Mozambique India Less than 20% of schools principals checked whether teachers met curricular objectives. 89% of Indonesian teachers indicated that regular teacher evaluation would motivate them to perform better “Efforts of teachers are not appreciated, supported or even abused by officials” Supervision and support mechanisms (for teaching) are infrequent, especially in remote schools and lack of focus Buron and Lassibille 2016; Mozambique Education PER, 2017; Broekman 2013; Mooij 2008
- 22. Social status of teachers 0% 10% 20% 30% 40% 50% 60% 70% 80% 90% 100% Would you encourage your child to become a teacher? Probably/definitely encourage Maybe encourage Definitely/probably not encourage Dolton and Marcenaro-Gutierrez 2013
- 23. Social status: employment of last resort? Bennell and Akyeampong 2007; Davidson 2007; Mooij 2008 73% of teachers in rural schools in Ghana did not feel that they were respected in their community. Teachers in Tanzania concurred that they did not have the respect that educators had in the past. In Andhra Pradesh, India, teachers agreed uniformly that there has been a considerable decline in their social status over the years.
- 24. Take-aways • We should expect a lot from teachers (accountability) but also provide them the support and working conditions in line with those expectations. • Understanding teachers’ needs are crucial to keep them motivated and deliver learning • More systematic data are needed to picture the real living and working conditions of teachers in developing countries
- 25. Thank you Fei Yuan fyuan@worldbank.org David Evans devans2@worldbank.org
Editor's Notes
- Maybe we need less of the introductory information. Because it’s all covered in the subsequent slides. Today I want to share what we know about the working conditions of teachers in low- and middle-income countries.
- Not sure we need the “relatively high pay”. Rather, it’s important to get the most out of that investment.
- Indonesia – add Zambia, Uruguay.
- Small-scale surveys conducted by researchers, NGOs and government and national policy are accepted as direct evidence. Anecdotes and individual interviews are used to enrich the understanding of the reality that teachers face. To be systematic as much as possible, for the kind of issues commonly identified, for example high pupil-teacher ratio, we re-searched large-scale data and employed them to provide global or regional contexts wherever available. Different from a causal paper because we aren’t making a causal claim. We are giving a context, which means that descriptive data play a much larger role. [Not “what’s real?” but “which of those anecdotes are representative of larger trends?”] Add labels.
- Small-scale surveys conducted by researchers, NGOs and government and national policy are accepted as direct evidence. Anecdotes and individual interviews are used to enrich the understanding of the reality that teachers face. To be systematic as much as possible, for the kind of issues commonly identified, for example high pupil-teacher ratio, we re-searched large-scale data and employed them to provide global or regional contexts wherever available. Different from a causal paper because we aren’t making a causal claim. We are giving a context, which means that descriptive data play a much larger role. [Not “what’s real?” but “which of those anecdotes are representative of larger trends?”] Add labels.
- DE: Credit the figure. Spend less time on this. Maybe get rid of detail.
- Others have tried to think through the parallel of this hierarchy of needs in a professional environment. We adapt this to teachers.
- Others have tried to think through the parallel of this hierarchy of needs in a professional environment. We adapt this to teachers.
- DE: Maybe drop this slide
- Highlight the evidence this draws from; give a source. Not “paper works”
- 8 titles Maybe drop this one?
- Highlight 50%, not 80%.
- Better paid “as a percentage of GDP”
- Drop this one.
- No supervision or support also means almost no opportunities for promotion.
- Can’t claim a time trend. Don’t know if trend is actually declining.
- Teacher qualifications are directly linked to teacher promotion But teachers do not have access to learning opportunities Career progression opportunities are limited Almost no teachers doubled their salaries over a 25 to 30-year career in many African countries (Bennell and Akyeampong 2007) Promotion criteria are largely based on qualifications and years of service, neglecting teacher performance SOURCE?