Coaching, not monitoring? Insights from a school accountability reform in Pakistan
We evaluate a pilot reform of the promotion system for teachers and head teachers in Khyber Pakhtunkhwa province, Pakistan, that was implemented as a randomized controlled trial during the 2017-2018 school year. District officials were asked to visit treatment schools to monitor educator behavior an...
| Main Authors: | , , , , , |
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| Format: | Artículo preliminar |
| Language: | Inglés |
| Published: |
International Food Policy Research Institute
2020
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| Subjects: | |
| Online Access: | https://hdl.handle.net/10568/143573 |
| _version_ | 1855530727015186432 |
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| author | Karachiwalla, Naureen Kosec, Katrina Asad, Saher Habib, Masooma Leaver, Clare ur Rehman, Attique |
| author_browse | Asad, Saher Habib, Masooma Karachiwalla, Naureen Kosec, Katrina Leaver, Clare ur Rehman, Attique |
| author_facet | Karachiwalla, Naureen Kosec, Katrina Asad, Saher Habib, Masooma Leaver, Clare ur Rehman, Attique |
| author_sort | Karachiwalla, Naureen |
| collection | Repository of Agricultural Research Outputs (CGSpace) |
| description | We evaluate a pilot reform of the promotion system for teachers and head teachers in Khyber Pakhtunkhwa province, Pakistan, that was implemented as a randomized controlled trial during the 2017-2018 school year. District officials were asked to visit treatment schools to monitor educator behavior and student performance passively. Educators in treatment schools were told that their relative performance on these measures would determine their promotion speed. District officials were asked to continue with 'business as usual' visits in control schools, during which they often coached educators. We find null treatment effects for all pre-registered student and educator outcomes. In-class teaching practices improved from baseline to endline, but these sizeable changes were similar in magnitude in all schools. Videos of inspection visits and follow-up interviews reveal that district officials coached teachers on these practices in all schools, indicating that they struggled to adapt their 'mental model' to the new accountability regime. |
| format | Artículo preliminar |
| id | CGSpace143573 |
| institution | CGIAR Consortium |
| language | Inglés |
| publishDate | 2020 |
| publishDateRange | 2020 |
| publishDateSort | 2020 |
| publisher | International Food Policy Research Institute |
| publisherStr | International Food Policy Research Institute |
| record_format | dspace |
| spelling | CGSpace1435732025-12-08T10:06:44Z Coaching, not monitoring? Insights from a school accountability reform in Pakistan Karachiwalla, Naureen Kosec, Katrina Asad, Saher Habib, Masooma Leaver, Clare ur Rehman, Attique education services reforms capacity development schools accountability We evaluate a pilot reform of the promotion system for teachers and head teachers in Khyber Pakhtunkhwa province, Pakistan, that was implemented as a randomized controlled trial during the 2017-2018 school year. District officials were asked to visit treatment schools to monitor educator behavior and student performance passively. Educators in treatment schools were told that their relative performance on these measures would determine their promotion speed. District officials were asked to continue with 'business as usual' visits in control schools, during which they often coached educators. We find null treatment effects for all pre-registered student and educator outcomes. In-class teaching practices improved from baseline to endline, but these sizeable changes were similar in magnitude in all schools. Videos of inspection visits and follow-up interviews reveal that district officials coached teachers on these practices in all schools, indicating that they struggled to adapt their 'mental model' to the new accountability regime. 2020-12-01 2024-05-22T12:15:17Z 2024-05-22T12:15:17Z Working Paper https://hdl.handle.net/10568/143573 en Open Access application/pdf International Food Policy Research Institute Karachiwalla, Naureen; Kosec, Katrina; Asad, Saher; Habib, Masooma; Leaver, Clare; and ur Rehman, Attique. 2020. Coaching, not monitoring? Insights from a school accountability reform in Pakistan. IFPRI Discussion Paper 1987. Washington, DC: International Food Policy Research Institute (IFPRI). https://doi.org/10.2499/p15738coll2.134215. |
| spellingShingle | education services reforms capacity development schools accountability Karachiwalla, Naureen Kosec, Katrina Asad, Saher Habib, Masooma Leaver, Clare ur Rehman, Attique Coaching, not monitoring? Insights from a school accountability reform in Pakistan |
| title | Coaching, not monitoring? Insights from a school accountability reform in Pakistan |
| title_full | Coaching, not monitoring? Insights from a school accountability reform in Pakistan |
| title_fullStr | Coaching, not monitoring? Insights from a school accountability reform in Pakistan |
| title_full_unstemmed | Coaching, not monitoring? Insights from a school accountability reform in Pakistan |
| title_short | Coaching, not monitoring? Insights from a school accountability reform in Pakistan |
| title_sort | coaching not monitoring insights from a school accountability reform in pakistan |
| topic | education services reforms capacity development schools accountability |
| url | https://hdl.handle.net/10568/143573 |
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