Natalie Irmert
Doctoral student
Teacher Subject Knowledge, Didactic Skills, and Student Learning in Francophone Sub-Saharan Africa
Author
Summary, in English
We study the effects of two dimensions of teacher quality, subject knowledge and didactic skills, on student learning in francophone Sub-Saharan Africa. We use data from an international large- scale assessment in 14 countries that include individual-level information on student achievement and country-level measures of teacher subject knowledge and didactic skills in reading and math. Exploiting variation between subjects in a student fixed-effects model, we find that teacher subject knowledge has a large positive effect on student achievement, whereas the effect of didactic skills is comparatively small and not statistically significant at conventional levels. Together, the two dimensions of teacher quality account for 36 percent of the variation in average student achievement across countries.
Department/s
- Department of Economics
Publishing year
2022-06
Language
English
Pages
1-26
Publication/Series
CESifo Working Papers
Issue
9781
Links
Document type
Working paper
Topic
- Economics
Keywords
- International learning gaps
- Teacher quality
- Sub-Saharan Africa
- International learning gaps
- Teacher quality
- Sub-Saharan Africa
- I210
- I250
- O150
Status
Published