Publication: What Teachers Believe: Mental Models about Accountability, Absenteeism, and Student Learning
Loading...
Files in English
1,781 downloads
Published
2018-05
ISSN
Date
2018-06-18
Author(s)
Abu-Jawdeh, Malek
Editor(s)
Abstract
The time teachers spend teaching is low in several developing countries. However, improving teacher effort has proven difficult. Why is it so difficult to increase teacher effort? One possibility is that teachers are resistant to increasing effort because they do not believe their effort is suboptimal. Such beliefs may be based on their mental models on absenteeism, accountability, and student learning. This paper explores this idea using data from 16,000 teachers across eight developing countries, spanning five regions. It finds that, on average, teachers support test-based accountability and believe that they are in fact held accountable for student learning. In several countries, many teachers tend to normalize two types of suboptimal behaviors. These are (i) certain types of absenteeism, and (ii) paying extra attention to well-performing and well-resourced students. Finally, the paper shows that ideas of accountability and absenteeism are strongly framed by context in two direct ways. The first is whether teachers favor exclusively reward-based forms of accountability. The second is the degree to which they support absenteeism linked to community tasks. These results provide actionable insights on how changing teacher behavior sustainably might require reshaping underlying mental models.
Link to Data Set
Citation
“Sabarwal, Shwetlena; Abu-Jawdeh, Malek. 2018. What Teachers Believe: Mental Models about Accountability, Absenteeism, and Student Learning. Policy Research Working Paper;No. 8454. © World Bank. http://hdl.handle.net/10986/29883 License: CC BY 3.0 IGO.”
Digital Object Identifier
Associated URLs
Associated content
Other publications in this report series
Publication Climate and Social Sustainability in Fragility, Conflict, and Violence Contexts(Washington, DC: World Bank, 2026-01-07)Climate change is widely recognized as a driver of violent conflict, but its broader social effects remain less understood. Ignoring these dimensions risks a vicious cycle where climate policies might undermine socially just adaptation. Evidence is still limited on how climate shocks influence political participation, trust, or migration. This paper helps fill that gap by examining links between climate change, conflict, and social sustainability, with a focus on inclusion, resilience, cohesion, and legitimacy. Using secondary data from 2019–24, the study applies simple correlation-based methods to test three hypotheses on the nature, severity, and composition of these associations. The analysis combines multiple climate impact measures, new conflict classifications, recent social sustainability frameworks, and controls for population and geography. The results reveal strong correlations—not causation—between climate events and contexts of fragility, conflict, and violence. Climate impacts are most pronounced in both national and subnational conflict settings. The study also finds robust links between fragility, conflict, and violence and low levels of social sustainability, reflecting its role as both a driver and consequence of conflict. Some dimensions—such as violent events and insecurity—appear weaker in areas most affected by climate shocks. Two of the hypotheses are supported, and one remains inconclusive.Publication The Macroeconomic Implications of Climate Change Impacts and Adaptation Options(Washington, DC: World Bank, 2025-05-29)Estimating the macroeconomic implications of climate change impacts and adaptation options is a topic of intense research. This paper presents a framework in the World Bank's macrostructural model to assess climate-related damages. This approach has been used in many Country Climate and Development Reports, a World Bank diagnostic that identifies priorities to ensure continued development in spite of climate change and climate policy objectives. The methodology captures a set of impact channels through which climate change affects the economy by (1) connecting a set of biophysical models to the macroeconomic model and (2) exploring a set of development and climate scenarios. The paper summarizes the results for five countries, highlighting the sources and magnitudes of their vulnerability --- with estimated gross domestic product losses in 2050 exceeding 10 percent of gross domestic product in some countries and scenarios, although only a small set of impact channels is included. The paper also presents estimates of the macroeconomic gains from sector-level adaptation interventions, considering their upfront costs and avoided climate impacts and finding significant net gross domestic product gains from adaptation opportunities identified in the Country Climate and Development Reports. Finally, the paper discusses the limits of current modeling approaches, and their complementarity with empirical approaches based on historical data series. The integrated modeling approach proposed in this paper can inform policymakers as they make proactive decisions on climate change adaptation and resilience.Publication Institutional Capacity for Policy Implementation: An Analytical Framework(Washington, DC: World Bank, 2026-01-07)State capacity is an important prerequisite for policy implementation, yet at the country level it is difficult to measure, assess, and reform. This paper proposes a focus on institutional capacity: the ability of public institutions to implement the specific policy mandates for which they are responsible. Based on a review of existing literature, the paper defines the different dimensions that compose institutional capacity and groups them into two cross-cutting categories: organizational dimensions (personnel, financial resources, information systems, and management practices) and governance dimensions (transparency, independence, and accountability). The paper proposes measures for organizational and governance dimensions using existing data, shows intra-institutional variation of these measures within countries, and discusses how new data could be collected for better measurement of these concepts. Finally, the paper illustrates how the framework can be used to diagnose the sources of common problems related to weak policy implementation.Publication South Africa’s Fragmented Cities: The Unequal Burden of Labor Market Frictions(Washington, DC: World Bank, 2026-01-08)Using high-resolution administrative, census, and satellite data, this paper shows that South African cities are characterized by spatial mismatches between where people live and where jobs are located, relative to 20 global peers. Areas within 5 kilometers of commercial centers have 9,300 fewer residents per square kilometer than expected, which is 60 percent below the global median. Poor, dense neighborhoods are most affected. In Johannesburg, a 10-percentile increase in distance from the nearest business hub corresponds to a 3.7-percentile drop in asset wealth (a proxy of household wellbeing) and 4.9-percentile drop in employment. In Cape Town, the declines are 4.0 and 3.7 percentiles, respectively. Employment is 87 percent lower in the poorest decile than the richest in Johannesburg and 61 percent lower in Cape Town. These findings suggest that South Africa’s spatial organization of people and economic activity constrains agglomeration and reinforces inequality. This methodology provides a scalable and standardized data-driven framework to analyze spatial accessibility and agglomeration frictions in complex, data-constrained urban systems.Publication Investment in Emerging and Developing Economies(Washington, DC: World Bank, 2026-01-07)The world faces a pressing challenge to meet key development objectives amid slowing growth and rising macroeconomic and geopolitical risks. With the number of job seekers rising rapidly, infrastructure shortfalls continuing to be large, and climate costs mounting, the case for a significant investment push has never been stronger. Yet the capacity to respond in many emerging markets and developing economies has eroded. Since the global financial crisis, investment growth has slowed to about half its pace in the 2000s, with both public and private investment weakening. Foreign direct investment inflows—a critical source of capital, technology, and managerial know-how—have also fallen sharply and become increasingly concentrated, leaving low-income countries with only a marginal share. The risks of further retrenchment are significant, as trade tensions, policy uncertainty, and elevated debt levels continue to weigh on investment. Reigniting momentum will require ambitious domestic reforms to strengthen institutions, rebuild macro-fiscal stability, and deepen trade and investment integration—the foundations of a supportive business climate. At the same time, international cooperation is indispensable. A renewed commitment to a predictable system of cross-border trade and investment flows, combined with scaled-up financial support and sustained technical assistance, is essential to help emerging markets and developing economies—especially low-income countries and economies in fragile and conflict situations—bridge financing gaps and implement the domestic reforms needed to restore investment as an engine of growth, jobs, and development.
Journal
Journal Volume
Journal Issue
Collections
Related items
Showing items related by metadata.
Publication Tanzania Skills for Competitiveness in the Small and Medium Enterprise Sector(World Bank, Washington, DC, 2013-07)We examine the question of workforce skills for small and medium enterprises (SMEs) in Tanzania and find a mixed picture full of potential. On the one hand, education access has expanded at all levels and a more educated cohort is now entering the labor market - signaling the availability of a more skilled workforce for SMEs. On the other hand, acute shortages of secondary and postsecondary graduates persist. Disturbingly, the quality and relevance of primary education has come into question. It is unclear whether increased access to primary education is actually translating into acquisition of crucial basic skills in the country. In light of this, it is unsurprising that education attainment no longer appears to be a reliable proxy for relevant skills, as perceived by employers. Further, SMEs seem to have very little meaningful connection with education institutions for recruitment of workers. A related but equally concerning problem relates to the culture of recruitment among SMEs in Tanzania. It is one of passive hiring, wherein firms rely on networks and referrals to identify employees instead of actively seeking them through open advertising and links with education providers. In this backdrop there is room for cautious optimism. SMEs seem increasingly to realize and emphasize the importance of workforce skills, even though, in relative terms, they are likely to be significantly more pre-occupied with infrastructure constraints. Interestingly, a large share of firms that have recently failed consider inadequate workforce skills to be a contributing factor of above average importance to firm failure.Publication What Matters Most for Teacher Policies : A Framework Paper(Washington, DC, 2013-04)Over the past decade, both developed and developing countries have become growingly concerned with how to raise the effectiveness of teachers. The growing focus on the need to strengthen the teaching profession to ensure better education results has encountered the problem that evidence on the policies that raise teaching quality is scattered, incomplete and, in some cases, presents contradictory findings. This paper provides a framework for analyzing teacher policies in education systems around the world in order to support informed education policy decisions. It provides a lens through which governments, World Bank staff, and other interested parties can focus the attention on what the relevant dimensions regarding teacher policies are, what teacher policies seem to matter most to improve student learning, and how to think about prioritization among competing policy options for teacher policy reform. The systems approach for better education results (SABER) - teachers initiative aims to collect, analyze, synthesize, and disseminate comprehensive information on teacher policies across countries around the world. The focus of the paper is the description of the conceptual framework to analyze and assess teacher policies, as well as a review of the evidence base that supports it. The document is organized as follows: section one provides an overview of the general approach, main components, and objectives of the framework, as well as an explanation of the evidence base that supported its development. Section two focuses on the first component of the framework, and describes the categories that are relevant to produce a comprehensive descriptive account of the teacher policies that are in place in a given education system. Section three focuses on policy guidance. Section four concludes presenting an account of how the framework is expected to evolve as new evidence on teacher policies becomes available.Publication System Approach for Better Education Results (SABER) : What Matters Most in Teacher Policies? A Framework for Building a More Effective Teaching Profession(Washington, DC, 2012-07)The document is organized as follows. Section one provides an overview of the general approach, main components and objectives of the framework, as well as an explanation of the evidence base that supported its development. Section two focuses on the first component of the framework, and describes the categories that are relevant to produce a comprehensive descriptive account of the teacher policies that are in place in a given education system. Section three, in turn, focuses on policy guidance. It reviews those policies that, based on the available evidence to date, are known to matter most to improve student outcomes. It describes in detail the evidence supporting each of these policies, as well as the ways in which high performing education systems combine them to ensure outstanding student outcomes. The document concludes presenting an account of how the framework is expected to evolve as new evidence on teacher policies becomes available.Publication Teacher Beliefs(Published by Oxford University Press on behalf of the World Bank, 2021-06-14)Teacher 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.Publication The Permanent Input Hypothesis : The Case of Textbooks and (No) Student Learning in Sierra Leone(World Bank Group, Washington, DC, 2014-09)A textbook provision program in Sierra Leone demonstrates how volatility in the flow of government-provided learning inputs to schools can induce storage of these inputs by school administrators to smooth future consumption. This process in turn leads to low current utilization of inputs for student learning. A randomized trial of a public program providing textbooks to primary schools had modest positive impacts on teacher behavior but no impacts on student performance. In many treatment schools, student access to textbooks did not actually increase because a large majority of the books were stored rather than distributed to students. At the same time, the propensity to save books was positively correlated with uncertainty on the part of head teachers regarding government transfers of books. The evidence suggests that schools that have high uncertainty with respect to future transfers are more likely to store a high proportion of current transfers. These results show that reducing uncertainty in school input flows could result in higher current input use for student learning. For effective program design, public policy programs must take forward-looking behavior among intermediate actors into account.
Users also downloaded
Showing related downloaded files
Publication Is Deliberation Equitable? Evidence from Transcripts of Village Meetings in South India(2009-05-01)Deliberative decision-making processes are becoming increasingly important around the world to make important decisions about public and private goods allocation, but there is very little empirical evidence about how they actually work. In this paper the authors use data from India extracted from 131 transcripts of village meetings matched with data from household surveys conducted in the same villages prior to the meetings, to study whose preferences are reflected in the meetings. The meetings are constitutionally empowered to make decisions about public and private goods. The findings show that the more land a person owns, the higher the likelihood her preference is mentioned in the meeting, the longer the amount of time spent discussing this preference, and the higher the likelihood that a decision to provide or repair this public or private good is taken. At the same time, the voices of disadvantaged castes, while not dominating the meeting, are also heard. By contrast, the preferences of Muslims are given less time. High village literacy and the presence of higher level officials during village meetings mitigate the power of the landed, but political reservations for low castes for the post of village president increase the power of the landed.Publication Review of Community-Managed Decentralized Wastewater Treatment Systems in Indonesia(World Bank, Washington, Dc, 2013-06)Effective management of sanitation and wastewater is a growing challenge in dense urban settlements. Rapidly increasing urbanization and, along with that, rising settlement densities in low-income urban and peri-urban areas highlight the need for sanitation technologies and management systems that are robust and affordable, and which lessen the pollution load on local water sources. In many developing countries, centralized sewerage and wastewater treatment systems cover only a portion of larger urban areas, and are often not yet planned for smaller towns and densely populated, low-income areas of cities. On-site sanitation is often inappropriate in the denser settlements and slum areas, thus requiring intermediate and complementary solutions. Decentralized wastewater treatment systems (DEWATS) connected to simplified sewer systems or communal sanitation centers have the potential to close the gap between on-site and centralized systems. Community-managed DEWATS offer the possibility of swift sanitation improvements in high priority neighborhoods that communities can manage themselves, where local government does not yet provide a full sanitation service. This review explores Indonesia's experience in implementing community-managed DEWATS on a growing scale, and more specifically, whether community-managed DEWATS are a viable urban sanitation option for serving poor households in dense settlements.Publication Digital Africa(Washington, DC: World Bank, 2023-03-13)All African countries need better and more jobs for their growing populations. "Digital Africa: Technological Transformation for Jobs" shows that broader use of productivity-enhancing, digital technologies by enterprises and households is imperative to generate such jobs, including for lower-skilled people. At the same time, it can support not only countries’ short-term objective of postpandemic economic recovery but also their vision of economic transformation with more inclusive growth. These outcomes are not automatic, however. Mobile internet availability has increased throughout the continent in recent years, but Africa’s uptake gap is the highest in the world. Areas with at least 3G mobile internet service now cover 84 percent of Africa’s population, but only 22 percent uses such services. And the average African business lags in the use of smartphones and computers as well as more sophisticated digital technologies that catalyze further productivity gains. Two issues explain the usage gap: affordability of these new technologies and willingness to use them. For the 40 percent of Africans below the extreme poverty line, mobile data plans alone would cost one-third of their incomes—in addition to the price of access devices, apps, and electricity. Data plans for small- and medium-size businesses are also more expensive than in other regions. Moreover, shortcomings in the quality of internet services—and in the supply of attractive, skills-appropriate apps that promote entrepreneurship and raise earnings—dampen people’s willingness to use them. For those countries already using these technologies, the development payoffs are significant. New empirical studies for this report add to the rapidly growing evidence that mobile internet availability directly raises enterprise productivity, increases jobs, and reduces poverty throughout Africa. To realize these and other benefits more widely, Africa’s countries must implement complementary and mutually reinforcing policies to strengthen both consumers’ ability to pay and willingness to use digital technologies. These interventions must prioritize productive use to generate large numbers of inclusive jobs in a region poised to benefit from a massive, youthful workforce—one projected to become the world’s largest by the end of this century.Publication Political Prioritization of Early Childhood Education during the COVID-19 Pandemic(World Bank, Washington, DC, 2021-12)Despite strong evidence of its importance to the welfare of children and societies, early childhood education has been comparatively neglected as a policy priority both before and during the COVID-19 pandemic. This paper seeks to understand what factors have contributed to the lack of priority for early childhood education in distance learning and school reopening plans, by applying a political prioritization framework to the pandemic context in four low- and middle-income countries: Ethiopia, Jamaica, Liberia, and Pakistan. Some aspects of the pre-COVID-19 status quo, which disfavored early childhood education, have continued, including a lack of cohesive support from civil society and a greater focus by international partners on norm promotion and technical assistance than financing. In other respects, the pandemic put early childhood education at an even greater disadvantage. These include perceptions that early childhood education is less suited to distance delivery than other levels of education, concerns about young children’s ability to comply with health protocols, and competition with high-stakes examinations for education ministries’ attention. Previous country experience with pandemics (in Liberia) and a strong coordinating entity (in Jamaica) were mitigating factors. These results point to an urgent need to elevate priority for early childhood education in normal times and improve the resilience of early childhood education in future crises.Publication Inventor Diasporas and the Internationalization of Technology(Published by Oxford University Press on behalf of the World Bank, 2018-02-01)This paper documents the influence of diaspora networks of highly-skilled individuals—that is, inventors—on international technological collaborations. Using gravity models, it studies the determinants of the internationalization of inventive activity between a group of industrialized countries and a sample of developing and emerging economies. The paper examines the influence exerted by skilled diasporas in fostering cross-country co-inventorship as well as R&D offshoring. The study finds a strong and robust relationship between inventor diasporas and different forms of international co-patenting. However, the effect decreases with the level of formality of the interactions. Interestingly, some of the most successful diasporas recently documented—namely, Chinese and Indian ones—do not govern the results.