Publication:
Teacher Beliefs: Why They Matter and What They Are

Simple item page
dc.contributor.authorSabarwal, Shwetlena
dc.contributor.authorAbu-Jawdeh, Malek
dc.contributor.authorKapoor, Radhika
dc.date.accessioned2023-07-27T17:48:36Z
dc.date.available2023-07-27T17:48:36Z
dc.date.issued2021-06-14
dc.description.abstractTeacher effectiveness is low in many developing countries. How can it be improved? We show that understanding teacher beliefs may be an important but overlooked part of the puzzle. Our review of recent evidence shows that teacher beliefs can impact student outcomes directly; they can also mediate policy implementation. Despite this, we find that teacher beliefs are seldom accounted for or even measured in impact evaluations of teacher-focused programs. Most of these programs ultimately fail to change teacher behavior. Next, using survey data from 20,000 teachers across nine developing countries, we discuss teacher beliefs about their role, their effort, and their students’ learning. We uncover four insights. First, teachers exhibit fixed mindsets on the learning potential of disadvantaged students. For instance, nearly 43 percent of teachers believe that “there is little they can do to help a student learn” if parents are uneducated. Second, in most countries, more teachers believe that students deserve additional attention if they are performing well than if they are lagging behind. This suggests that teachers may be reinforcing rather than compensating for baseline gaps in student levels. Third, there is some normalization of absenteeism—nearly one in four teachers believe it is acceptable to be absent if students are left with work to do. Finally, teacher support for pay-for-performance varies widely across countries.en
dc.identifier.doi10.1596/40096
dc.identifier.issn0257-3032 (print)
dc.identifier.issn1564-6971 (online)
dc.identifier.urihttps://openknowledge.worldbank.org/handle/10986/40096
dc.language.isoen_US
dc.publisherPublished by Oxford University Press on behalf of the World Bank
dc.relation.ispartofseriesWorld Bank Research Observer
dc.rightsCC BY-NC-ND 3.0 IGO
dc.rights.holderWorld Bank
dc.rights.urihttps://creativecommons.org/licenses/by-nc-nd/3.0/igo/
dc.subjectEDUCATION
dc.subjectTEACHER ABSENTEEISM
dc.subjectTEACHER PERFORMANCE
dc.subjectTEACHER MOTIVATION
dc.titleTeacher Beliefsen
dc.title.subtitleWhy They Matter and What They Areen
dc.typeJournal Article
dspace.entity.typePublication
okr.associatedcontenthttps://academic.oup.com/wbro/article/37/1/73/6298663 Journal website (version of record)
okr.crossref.titleTeacher Beliefs: Why They Matter and What They Are
okr.date.disclosure2023-07-27
okr.doctypePublications & Research::Journal Article
okr.identifier.doi10.1093/wbro/lkab008
okr.identifier.doihttp://dx.doi.org/10.1596/40096
okr.language.supporteden
okr.pagenumber73–106
okr.region.geographicalWorld
okr.topicEducation::Education Reform and Management
okr.topicEducation::Education Reform and Management
okr.topicCulture and Development::Ethics & Belief Systems
okr.volume37 (1)
relation.isAuthorOfPublicationf3374e5c-0923-4eda-b20c-32d7067f9262
relation.isAuthorOfPublication.latestForDiscoveryf3374e5c-0923-4eda-b20c-32d7067f9262
relation.isJournalIssueOfPublication329e10f8-596c-42c6-a6f0-4ec83918a071
relation.isJournalIssueOfPublication.latestForDiscovery329e10f8-596c-42c6-a6f0-4ec83918a071
relation.isJournalOfPublication9e5fbe82-492f-4142-8378-17d50245d9de
relation.isJournalVolumeOfPublication4817db17-a0dc-4789-ae1c-20412ce08ae7
Files
Original bundle
Now showing 1 - 1 of 1
Thumbnail Image
Name:
lkab008.pdf
Size:
2.4 MB
Format:
Adobe Portable Document Format
Download
License bundle
Now showing 1 - 1 of 1
No Thumbnail Available
Name:
license.txt
Size:
1.71 KB
Format:
Item-specific license agreed upon to submission
Description:
Download
Collections
Journal Articles