Cambodia : Teacher Policies
Research suggests that teacher quality is the main school-based predictor of student achievement and that several consecutive years of outstanding teaching can offset the learning deficits of disadvantaged students (Hanushek and Rivkin, 2006; Nye e...
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| Format: | Working Paper |
| Language: | English en_US |
| Published: |
Washington, DC
2014
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| Online Access: | http://documents.worldbank.org/curated/en/2011/01/18100443/cambodia-teacher-policies http://hdl.handle.net/10986/17664 |
| Summary: | Research suggests that teacher quality
is the main school-based predictor of student achievement
and that several consecutive years of outstanding teaching
can offset the learning deficits of disadvantaged students
(Hanushek and Rivkin, 2006; Nye et al, 2004; Park and
Hannum, 2001; Rivkin et al, 2005; Rockoff, 2004; Sanders,
1998; Sanders and Rivers 1996; and Vignoles et al, 2000).
However, it is not yet clear exactly which teacher policies
can raise teacher effectiveness (Goldhaber, 2002 and Rivkin
et al, 2005). Thus, devising effective policies to improve
teaching quality remains a challenge. There is increasing
interest across the globe to attract, retain, develop and
motivate great teachers. While the World Bank has ample
experience in supporting teacher policy reforms in
developing countries, until recently there was no systematic
effort to offer data and analysis that can provide policy
guidance on teacher policies. The focus of the initiative is
the design of teacher policies as opposed to their
implementation on the ground. A number of complementary
activities will be looking at implementation in a sample of
countries as this will involve a different methodological
approach and will require more financial and human resources. |
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