@techreport{Michaelowa2002Teacher,
abstract = {Low teacher motivation and its detrimental effect on student achievement are  central problems of many education systems in Africa.  Using standardized data  for student achievement in Burkina Faso, Cameroon, C\^{o}te d`Ivoire, Madagascar and Senegal, this paper analyzes the empirical links between various policy measures, teacher job satisfaction and primary education outcomes. It appears that there is only very limited evidence  for the  effectiveness of intensively debated  and costly measures such as increasing teachers salaries, reducing  class size, and increasing academic  qualification requirements. Other, more simple measures such as improved equipment with textbooks are both more effective and less costly. It  also appears that teacher job satisfaction and education quality  are not necessarily complementary objectives. Especially those measures  ensuring control  and  incentive related  working  conditions  for  teachers,  significantly  increase  student  achievement while reducing teacher job satisfaction.  In  addition, teachers` academic qualification
beyond  the "baccalaur\'{e}at", while beneficial for students` learning, tends to lead to a mismatch between teachers` expectations and professional realities, and thereby reduces teachers` job satisfaction.},
author = {Katharina Michaelowa},
copyright = {http://www.econstor.eu/dspace/Nutzungsbedingungen},
keywords = {O20; I21; O15; 330; teacher job satisfaction; student achievement; Africa; Bildungsniveau; Lehrkr\"{a}fte; Arbeitszufriedenheit; Allgemeinbildende Schule; Sch\"{a}tzung; Frankophones Afrika},
language = {eng},
number = {188},
title = {Teacher job satisfaction, student achievement, and the cost of primary education in Francophone Sub-Saharan Africa},
type = {HWWA Discussion Paper},
url = {http://hdl.handle.net/10419/19349},
year = {2002}
}
