Publication:
What Teachers Believe: Mental Models about Accountability, Absenteeism, and Student Learning

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dc.contributor.authorSabarwal, Shwetlena
dc.contributor.authorAbu-Jawdeh, Malek
dc.date.accessioned2018-06-18T19:54:26Z
dc.date.available2018-06-18T19:54:26Z
dc.date.issued2018-05
dc.description.abstractThe 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.en
dc.identifierhttp://documents.worldbank.org/curated/en/804301527601436747/What-teachers-believe-mental-models-about-accountability-absenteeism-and-student-learning
dc.identifier.doi10.1596/1813-9450-8454
dc.identifier.urihttps://hdl.handle.net/10986/29883
dc.languageEnglish
dc.publisherWorld Bank, Washington, DC
dc.relation.ispartofseriesPolicy Research Working Paper;No. 8454
dc.rightsCC BY 3.0 IGO
dc.rights.holderWorld Bank
dc.rights.urihttp://creativecommons.org/licenses/by/3.0/igo
dc.subjectEDUCATION
dc.subjectTEACHER ABSENTEEISM
dc.subjectTEACHER MOTIVATION
dc.subjectTEACHER PERFORMANCE
dc.subjectCORRUPTION
dc.subjectSTUDENT LEARNING
dc.subjectACCOUNTABILITY
dc.subjectTEACHER EFFECTIVENESS
dc.titleWhat Teachers Believeen
dc.title.subtitleMental Models about Accountability, Absenteeism, and Student Learningen
dc.typeWorking Paperen
dc.typeDocument de travailfr
dc.typeDocumento de trabajoes
dspace.entity.typePublication
okr.crossref.titleWhat Teachers Believe: Mental Models about Accountability, Absenteeism, and Student Learning
okr.date.disclosure2018-05-29
okr.doctypePublications & Research
okr.doctypePublications & Research::Policy Research Working Paper
okr.docurlhttp://documents.worldbank.org/curated/en/804301527601436747/What-teachers-believe-mental-models-about-accountability-absenteeism-and-student-learning
okr.guid804301527601436747
okr.identifier.doi10.1596/1813-9450-8454
okr.identifier.doihttps://doi.org/10.1596/1813-9450-8454
okr.identifier.externaldocumentum090224b085d58c34_2_0
okr.identifier.internaldocumentum29933429
okr.identifier.reportWPS8454
okr.importedtrueen
okr.language.supporteden
okr.pdfurlhttp://documents.worldbank.org/curated/en/804301527601436747/pdf/WPS8454.pdfen
okr.statistics.combined3658
okr.statistics.dr804301527601436747
okr.statistics.drstats1920
okr.topicEducation::Education Reform and Management
okr.topicEducation::Effective Schools and Teachers
okr.unitEducation Global Practice
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relation.isAuthorOfPublication.latestForDiscoveryf3374e5c-0923-4eda-b20c-32d7067f9262
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