Developing a Proficient and Motivated Teacher Workforce in the Philippines
Over the last decade, research from many different countries has demonstrated the important role played by teachers in increasing students’ learning and improving their academic performance. Studies from countries as different as the US and Indones...
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| Format: | Report |
| Language: | English en_US |
| Published: |
World Bank, Washington, DC
2016
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| Online Access: | http://documents.worldbank.org/curated/en/2016/07/26573004/developing-proficient-motivated-teacher-workforce-philippines http://hdl.handle.net/10986/24746 |
| Summary: | Over the last decade, research from many
different countries has demonstrated the important role
played by teachers in increasing students’ learning and
improving their academic performance. Studies from countries
as different as the US and Indonesia have shown the enormous
benefits that follow from having adequate and effective
teachers working in a country’s schools. In Indonesia, a
value-added analysis of student learning outcomes found that
the more teachers know, the greater the improvements in the
learning competencies of primary and junior secondary
students. In the US, better teaching in elementary and
secondary schools has been shown to increase students’
college participation rates, raise their subsequent
earnings, and improve other long-term outcomes. Providing
teachers with good quality professional development
opportunities has been shown to be an effective way of
increasing their competencies and improving student learning
outcomes in many different settings. A series of systematic
reviews have been undertaken recently to assess the impact
of different interventions on student learning outcomes in
developing countries. One of the most consistent findings
from these reviews has been the positive and significant
impact that interventions to strengthen teaching practice,
introduce innovative instructional methods, and strengthen
teachers’ subject knowledge can have on student learning.
However, in many countries, such professional development
opportunities frequently fail to meet even minimum levels of
quality and fall short of what teachers want and need. |
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