Teacher Opinions on Performance Incentives: Evidence from the Kyrgyz Republic

26 Pages Posted: 20 Apr 2016

See all articles by Marlaine Lockheed

Marlaine Lockheed

Princeton University - Woodrow Wilson School of Public and International Affairs; Center for Global Development; World Bank

Date Written: January 1, 2014

Abstract

This paper uses data from a post-hoc evaluation of a performance-based teacher incentive program in the Kyrgyz Republic to examine the opinions of teachers receiving different pay bonuses based on their performance as assessed by external evaluators. Overall, teacher opinions of the program were favorable, although teachers who received lower performance ratings held less favorable opinions about the motivational aspects of the program. Despite this, lower-rated teachers were more likely to report that they used what they learned to evaluate their own teaching, as compared with more highly rated teachers, and were more likely to take professional development courses in the years following the program's implementation.

Keywords: Tertiary Education, Teaching and Learning, Education For All, Primary Education, Secondary Education

Suggested Citation

Lockheed, Marlaine, Teacher Opinions on Performance Incentives: Evidence from the Kyrgyz Republic (January 1, 2014). World Bank Policy Research Working Paper No. 6752, Available at SSRN: https://ssrn.com/abstract=2383631

Marlaine Lockheed (Contact Author)

Princeton University - Woodrow Wilson School of Public and International Affairs ( email )

Princeton University
Princeton, NJ 08544-1021
United States

Center for Global Development ( email )

2055 L St. NW
5th floor
Washington, DC 20036
United States

World Bank ( email )

1818 H Street NW
Washington, DC 20433
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