 Online training and financial incentives for teachers: Evidence from BangladeshKumar Biswas, Pierre de Galbert, Shwetlena Sabarwal, Carla Z. Glave and T.M. Asaduzzaman Journal of Economic Behavior & Organization, 2025, vol. 229, issue C Abstract: Teacher training is costly and sometimes ineffective, especially if teachers are not fully engaged. This paper presents findings from a randomized evaluation of an incentivized online teacher training program implemented in Bangladesh during COVID-related school closures. One treatment group received training and the other also received a moderate financial incentive. Teachers enrolled in the program demonstrated improved math competencies in the short-run and medium-run after fifteen months (0.25 and 0.16 s.d.). The impact was two to three times larger when combined with financial incentives. Training combined with incentives also improved instructional practice, measured through online observations and self-reports (0.23 and 0.18 s.d.). Finally, online training reduced teacher burnout, with the impact lasting longer for the incentive group. Keywords: Education; Teacher training; Online training; Teacher pedagogy; Incentives (search for similar items in EconPapers) Downloads: (external link) Related works: Export reference: BibTeX RIS (EndNote, ProCite, RefMan) HTML/Text Persistent link: https://EconPapers.repec.org/RePEc:eee:jeborg:v:229:y:2025:i:c:s0167268124004323 DOI: 10.1016/j.jebo.2024.106818 Access Statistics for this article Journal of Economic Behavior & Organization is currently edited by Houser, D. and Puzzello, D. More articles in Journal of Economic Behavior & Organization from Elsevier |
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