The differential impact of teacher training on student performance: The role of gender and family background

Abstract

This study investigates who benefits most from professional development (PD) training provided to primary school teachers in Tanzania, with a focus on gender and family background. Using data from the Education Quality Improvement Program in Tanzania (EQUIP-T), the analysis applies a difference-in-difference approach with interaction terms to assess student performance in Kiswahili and mathematics. Findings show that male teachers experienced greater improvements in instructional effectiveness, particularly in enhancing student reading fluency. Male students also benefited more in mathematics, suggesting a gender-alignment effect. Students from disadvantaged backgrounds, especially those from poor households, large families, and with illiterate mothers saw significant gains in Kiswahili fluency, though math improvements were limited. These results highlight the unequal impact of PD training and underscore the importance of tailoring PD content to address gender dynamics and socio-economic disparities. Targeted PD interventions, coupled with equitable resource allocation, can improve learning outcomes and help reduce educational inequality in low-resource settings.