On-the-job improvements in teacher competence: policy options and their effects on teaching and learning in Thailand

Stephen W. Raudenbush, Suwanna Eamsukkawat, Ikechuku Di-Ibor, Mohamed Kamali and Wimol Taoklam

No 889, Policy Research Working Paper Series from The World Bank

Abstract: Teachers must hone their teaching skills on the job if the quality of primary education is to improve in developing countries. The authors of this paper use a multi-level modeling procedure to examine two policy options for improving the competence of teachers already in the system: providing inservice training and encouraging regular classroom supervision. After examining a nationwide sample of small rural primary schools in Thailand, they found that a teacher's experience in inservice training courses predicts neither instructional quality nor student achievement. In sharp contrast, intensity of supervision within a school significantly predicts both instructional quality and student achievement, after controlling for a variety of school, teacher, and classroom variables. The effect of supervision is significant - roughly the same as the effect of preservice education. Intensive field work in carefully selected rural schools suggests that supervision by effective principals is a critical component in a larger strategy to create and sustain an"ethos of improvement"in school teaching and learning.

Keywords: Teaching and Learning; Primary Education; Gender and Education; ICT Policy and Strategies; Health Monitoring&Evaluation (search for similar items in EconPapers)
Date: 1992-04-30
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