Learn to teach, teach to learn: A within-pupil across-subject approach to estimating the impact of teacher subject knowledge on South African grade 6 performance
Debra Shepherd ()
No 01/2015, Working Papers from Stellenbosch University, Department of Economics
This paper assesses the impact of teacher subject knowledge on student performance using a nationally representative dataset of grade 6 students in South Africa. Test scores in two subjects and correlated random error models are used to identify within-pupil across subject variation in performance. Teacher knowledge is estimated to have a positive impact on performance across both the poorer and wealthier subsets of schools once controlling for teacher unobservables. The results suggest that consideration needs to be given to contextual factors such as the quality of teacher training and the working environment within schools and their relationship to the manner in which teacher knowledge is transferred to students.
Keywords: teacher content knowledge; correlated random errors model; within-student; South Africa (search for similar items in EconPapers)
JEL-codes: C30 I21 I24 (search for similar items in EconPapers)
New Economics Papers: this item is included in nep-cse, nep-edu and nep-ure
References: View references in EconPapers View complete reference list from CitEc
Citations: View citations in EconPapers (3) Track citations by RSS feed
Downloads: (external link)
https://www.ekon.sun.ac.za/wpapers/2015/wp012015/wp-01-2015.pdf First version, 2015 (application/pdf)
This item may be available elsewhere in EconPapers: Search for items with the same title.
Export reference: BibTeX
RIS (EndNote, ProCite, RefMan)
Persistent link: https://EconPapers.repec.org/RePEc:sza:wpaper:wpapers233
Access Statistics for this paper
More papers in Working Papers from Stellenbosch University, Department of Economics Contact information at EDIRC.
Bibliographic data for series maintained by Melt van Schoor ().