Teacher Beliefs: Why They Matter and What They Are

IF 8.7 1区 经济学 Q1 DEVELOPMENT STUDIES World Bank Research Observer Pub Date : 2021-06-14 DOI:10.1093/WBRO/LKAB008
Shwetlena Sabarwal, Malek Abu-Jawdeh, Radhika Kapoor
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引用次数: 13

Abstract

Teacher effectiveness is low in many developing countries. How can it be improved? We show that understanding teacher beliefs may be an important but overlooked part of the puzzle. Our review of recent evidence shows that teacher beliefs can impact student outcomes directly; they can also mediate policy implementation. Despite this, we find that teacher beliefs are seldom accounted for or even measured in impact evaluations of teacher-focused programs. Most of these programs ultimately fail to change teacher behavior. Next, using survey data from 20,000 teachers across nine developing countries, we discuss teacher beliefs about their role, their effort, and their students’ learning. We uncover four insights. First, teachers exhibit fixed mindsets on the learning potential of disadvantaged students. For instance, nearly 43 percent of teachers believe that “there is little they can do to help a student learn” if parents are uneducated. Second, in most countries, more teachers believe that students deserve additional attention if they are performing well than if they are lagging behind. This suggests that teachers may be reinforcing rather than compensating for baseline gaps in student levels. Third, there is some normalization of absenteeism—nearly one in four teachers believe it is acceptable to be absent if students are left with work to do. Finally, teacher support for pay-for-performance varies widely across countries.
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教师信念:为什么重要以及它们是什么
在许多发展中国家,教师的工作效率很低。如何改进?我们表明,理解教师的信念可能是一个重要但被忽视的部分。我们对最近证据的回顾表明,教师的信念可以直接影响学生的成绩;他们还可以调解政策的实施。尽管如此,我们发现在以教师为中心的项目的影响评估中,很少考虑甚至衡量教师的信念。这些项目中的大多数最终都未能改变教师的行为。接下来,使用来自9个发展中国家的2万名教师的调查数据,我们讨论了教师对自己的角色、努力和学生学习的看法。我们发现了四点见解。首先,教师对弱势学生的学习潜力表现出固定的思维定势。例如,近43%的教师认为,如果父母没有受过教育,“他们几乎无法帮助学生学习”。其次,在大多数国家,更多的教师认为,如果学生表现好,应该得到更多的关注,而不是落后。这表明教师可能是在加强而不是弥补学生水平的基线差距。第三,旷课现象在某种程度上趋于正常化——近四分之一的教师认为,如果学生有工作要做,旷课是可以接受的。最后,教师对绩效工资的支持在不同国家差别很大。
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来源期刊
CiteScore
12.60
自引率
1.20%
发文量
8
期刊介绍: The World Bank Journals, including the Research Observer, boast the largest circulation among economics titles. The Research Observer is distributed freely to over 9,100 subscribers in non-OECD countries. Geared towards informing nonspecialist readers about research within and outside the Bank, it covers areas of economics relevant for development policy. Intended for policymakers, project officers, journalists, and educators, its surveys and overviews require only minimal background in economic analysis. Articles are not sent to referees but are assessed and approved by the Editorial Board, including distinguished economists from outside the Bank. The Observer has around 1,500 subscribers in OECD countries and nearly 10,000 subscribers in developing countries.
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