发帖
雷达卡
摘要翻译：
尽管广泛记录了教师技能和努力的不足，但很少有系统的证据表明低收入国家的教师更替率。我调查了2016-2019年期间卢旺达公立小学教师更替的发生率和后果。为了做到这一点，我将教师安置记录与学生入学数字和学校平均小学毕业考试分数结合起来，在全国有代表性的259所学校中。研究结果突出了教师离职的五个特征。首先，教师更替率很高：每年有20%的教师离职，其中11%离开公共部门的教师队伍。其次，在学习水平低的学校，教师流失的负担更大，也许令人惊讶的是，在师生比例低的学校。第三，教师更替主要集中在初任教师、男教师和数学教师。第四，教师退出后迅速更换是一个挑战；23%的离职教师在第二年没有被替换。第五，教师更替与随后的学习成绩下降有关。平均而言，一名教师的流失与0.05个标准差的学习水平下降有关。除了班级人数增加之外，产生这些学习成果的一个可能机制是教师在其学科专长领域之外教学的普遍存在：在任何一年中，至少有21%的教师在他们没有接受过培训的学科教学。综上所述，这些结果表明，教师流失问题在很大程度上对学校的学习结果产生了影响。
---
英文标题：
《Teacher turnover in Rwanda》
---
作者：
Andrew Zeitlin
---
最新提交年份：
2020
---
分类信息：
一级分类：Economics 经济学
二级分类：General Economics 一般经济学
分类描述：General methodological, applied, and empirical contributions to economics.
对经济学的一般方法、应用和经验贡献。
--
一级分类：Quantitative Finance 数量金融学
二级分类：Economics 经济学
分类描述：q-fin.EC is an alias for econ.GN. Economics, including micro and macro economics, international economics, theory of the firm, labor economics, and other economic topics outside finance
q-fin.ec是econ.gn的别名。经济学，包括微观和宏观经济学、国际经济学、企业理论、劳动经济学和其他金融以外的经济专题
--
---
英文摘要：
Despite widely documented shortfalls of teacher skills and effort, there is little systematic evidence of rates of teacher turnover in low-income countries. I investigate the incidence and consequences of teacher turnover in Rwandan public primary schools over the period from 2016-2019. To do so, I combine the universe of teacher placement records with student enrollment figures and school-average Primary Leaving Exam scores in a nationally representative sample of 259 schools. Results highlight five features of teacher turnover. First, rates of teacher turnover are high: annually, 20 percent of teachers separate from their jobs, of which 11 percent exit from the public-sector teaching workforce. Second, the burden of teacher churn is higher in schools with low learning levels and, perhaps surprisingly, in low pupil-teacher-ratio schools. Third, teacher turnover is concentrated among early-career teachers, male teachers, and those assigned to teach Math. Fourth, replacing teachers quickly after they exit is a challenge; 23 percent of exiting teachers are not replaced the following year. And fifth, teacher turnover is associated with subsequent declines in learning outcomes. On average, the loss of a teacher is associated with a reduction in learning levels of 0.05 standard deviations. In addition to class-size increases, a possible mechanism for these learning outcomes is the prevalence of teachers teaching outside of their areas of subject expertise: in any given year, at least 21 percent of teachers teach in subjects in which they have not been trained. Taken together, these results suggest that the problem of teacher turnover is substantial in magnitude and consequential for learning outcomes in schools.
---
PDF链接：
https://arxiv.org/pdf/2009.13091
京公网安备 11010802022788号
