Teacher incentives in the Third World |
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| Institution: | 1. College of Electronics and Information Engineering, Sichuan University, 610065 Chengdu, China;2. College of Computer Science, Sichuan University, 610065 Chengdu, China;1. Faculty of Maritime and Transportation, Ningbo University, Ningbo 315211, PR China;2. School of Energy Science and Engineering, Harbin Institute of Technology, Harbin 150001, PR China;3. Institute of Thermal Engineering, China Jiliang University, Hangzhou 310018, PR China;4. School of Building Environment Engineering, Zhengzhou University of Light Industry, Zhengzhou 450002, PR China;1. Department of Gastrointestinal Surgery, Stavanger University Hospital, Stavanger, Norway;2. Department of Clinical Medicine, University of Bergen, Bergen, Norway;1. Institute of Public Safety Research, Tsinghua University, China;2. Department of Engineering Physics, Tsinghua University, China;3. School of Information Management, Wuhan University, Wuhan, China;1. The Sheikh Zayed Institute for Pediatric Surgical Innovation, Children''s Research Institute, School of Medicine and Health Sciences, George Washington University, Washington, DC 20010, USA;2. Department of Perioperative Medicine, National Institutes of Health Clinical Center, National Institutes of Health, Bethesda, MD 20892, USA;3. Department of Nutritional Sciences, Howard University, Washington, DC 20059, USA |
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| Abstract: | Based on Kemmerer's earlier work on teacher incentives, this study examined the extent that teacher incentives (or the type that might be influenced by central ministries of education) were related to teachers' instructional practices and career satisfaction of junior secondary school teachers in Botswana. Results indicated that the level of incentives teachers received was meaningfully related to teachers' career satisfaction, but was not related to teachers' classroom teaching practices. Findings suggest that, while incentives to improve teachers' overall career satisfaction might stimulate teacher recruitment and encourage retention in teaching, those incentives would not necessarily lead to improved instructional practices. |
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