Chelwa, Grieve and Pellicer, Miquel and Maboshe, Mashekwa (2019) Teacher Pay and Educational Outcomes: Evidence from the Rural Hardship Allowance in Zambia. South African Journal of Economics, 87 (3). pp. 255-282. ISSN 0038-2280

Preview

Download (488kB) | Preview

Abstract

This paper studies the effect of unconditional teacher salary increases on teacher and student outcomes. To study the issue, we evaluate the rural hardship allowance in Zambia, which corresponds to a salary increase of 20%. This allowance is allocated to schools on the basis of a distance criterion allowing us to use a regression discontinuity design. We use administrative data from 2004 to 2015 on school, teacher characteristics and test scores. The administrative data are complemented with a telephone survey of schools close to the eligibility threshold. We find that crossing the threshold increases the share of teachers obtaining the allowance by 40%. Because of some non-compliance with the allocation rule, our estimates are fairly imprecise. Focusing on provinces with better compliance we find some, albeit weak, evidence that the allowance increases the stock of teachers. We, however, find no effects on teacher characteristics or on student test scores.

Item Type:	Article
Keywords:	Pay; Salary; Teacher;
Academic Unit:	Faculty of Social Sciences > Economics, Finance and Accounting
Item ID:	16300
Identification Number:	https://doi.org/10.1111/saje.12227
Depositing User:	Miquel Pellicer
Date Deposited:	13 Jul 2022 08:43
Journal or Publication Title:	South African Journal of Economics
Refereed:	Yes
URI:	Publisher
Use Licence:	This item is available under a Creative Commons Attribution Non Commercial Share Alike Licence (CC BY-NC-SA). Details of this licence are available here

Repository Staff Only(login required)

Item control page

Downloads

Origin of downloads