Teachers in developing countries

Paul Glewwe, Rongjia Shen, Bixuan Sun, Suzanne Wisniewski

Research output: Chapter in Book/Report/Conference proceedingChapter

1 Scopus citations


This chapter reviews rigorous high-quality evaluations of teaching and teacher interventions in developing countries. Teachers can have large impacts on student learning in both developed and developing countries (see Azam & Kingdon, 2015, and the references therein). This review focuses on three main questions: (1) What teaching, teacher and pedagogical policies increase students' time spent in school, as measured by student enrollment, attendance, dropout rates and completed years of schooling? (2) What teaching, teacher and pedagogical policies and programs increase student learning as measured by test scores? and (3) What policies lead to improved teacher outcomes, such as teachers' time in school, attitudes, and pedagogical practices?.

Original languageEnglish (US)
Title of host publicationThe Economics of Education
Subtitle of host publicationA Comprehensive Overview
Number of pages19
ISBN (Electronic)9780081026458
ISBN (Print)9780128153918
StatePublished - Jan 20 2020

Bibliographical note

Publisher Copyright:
© 2020 Elsevier Ltd All rights reserved..


  • Developing countries
  • Educational outcomes
  • Impact evaluations
  • Pedagogy
  • School governance
  • School inputs


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