Chen Feng , Yue-Guang Gao , An-Zhuo Liu , Yao Zhang
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Do part-time administrative positions of teachers affect student achievements? Evidence from a randomly assigned classes quasi-experiment
Teachers are often responsible for both teaching and administration in primary and secondary schools, but the effects on student achievements have not received enough attention. This paper examines how teachers’ responsibilities for administrative tasks affect student achievements based on a randomly assigned classes quasi-experiment. The results find that part-time administrative positions lower student achievements by about 0.83 standard deviations, and these effects are more pronounced for higher level administrative positions. Moreover, we find that these effects may be seen mainly in the mathematical subjects, and male and local students are more sensitive to them. The main reason is that part-time administrative positions reduce teachers’ regular teaching activities and time to communicate with students. This paper not only contributes to the literature on teacher characteristics and student performance, but also provides insights into relevant teacher administration policies.
期刊介绍:
The purpose of the International Journal of Educational Development is to foster critical debate about the role that education plays in development. IJED seeks both to develop new theoretical insights into the education-development relationship and new understandings of the extent and nature of educational change in diverse settings. It stresses the importance of understanding the interplay of local, national, regional and global contexts and dynamics in shaping education and development. Orthodox notions of development as being about growth, industrialisation or poverty reduction are increasingly questioned. There are competing accounts that stress the human dimensions of development.