Teacher Subject Knowledge, Didactic Skills, and Student Learning in Francophone Sub-Saharan Africa

Jan Bietenbeck, Natalie Irmert and Mohammad Sepahvand ()

No 9781, CESifo Working Paper Series from CESifo

Abstract: We study the effects of two dimensions of teacher quality, subject knowledge and didactic skills, on student learning in francophone Sub-Saharan Africa. We use data from an international large-scale assessment in 14 countries that include individual-level information on student achievement and country-level measures of teacher subject knowledge and didactic skills in reading and math. Exploiting variation between subjects in a student fixed-effects model, we find that teacher subject knowledge has a large positive effect on student achievement, whereas the effect of didactic skills is comparatively small and not statistically significant at conventional levels. Together, the two dimensions of teacher quality account for 36 percent of the variation in average student achievement across countries.

Keywords: international learning gaps; teacher quality; Sub-Saharan Africa (search for similar items in EconPapers)
JEL-codes: I21 I25 O15 (search for similar items in EconPapers)
Date: 2022
New Economics Papers: this item is included in nep-edu, nep-knm and nep-ure
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Working Paper: Teacher Subject Knowledge, Didactic Skills, and Student Learning in Francophone Sub-Saharan Africa (2022)
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Persistent link: https://EconPapers.repec.org/RePEc:ces:ceswps:_9781

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