Beyond the Paycheck: Motivational Tools for Public School Teachers in Punjab Pakistan

Last registered on July 24, 2019

Pre-Trial

Trial Information

General Information

Title
Beyond the Paycheck: Motivational Tools for Public School Teachers in Punjab Pakistan
RCT ID
AEARCTR-0004482
Initial registration date
July 24, 2019
Last updated
July 24, 2019, 4:48 PM EDT

Locations

Region

Primary Investigator

Affiliation
Oxford University

Other Primary Investigator(s)

Additional Trial Information

Status
On going
Start date
2019-06-01
End date
2019-10-31
Secondary IDs
Abstract
In a citizen-facing and pro-social department like education, we argue that non-monetary motives such as the desire for recognition, in-tangible career incentives, and/or intrinsic motives such as the desire to serve the community may also be important determinants in the primary school teacher’s decision to exert effort. If such tools are effective, they may also be more feasible than financial incentives in a developing world setting where limited public sector budgets have many competing priorities. Motivated by this, our study implements a randomized field experiment with the Punjab Training Academy in which public school teachers receive various types of non-monetary incentives across four districts of Punjab in a teacher training setting. The study aims to explore the effectiveness of the designed interventions, channels through which they operate, whether extrinsic incentives crowd out intrinsic motivation, and how treatment effects may be heterogeneous by individual teacher characteristics.
External Link(s)

Registration Citation

Citation
Mansoor, Zahra. 2019. "Beyond the Paycheck: Motivational Tools for Public School Teachers in Punjab Pakistan." AEA RCT Registry. July 24. https://doi.org/10.1257/rct.4482-1.0
Former Citation
Mansoor, Zahra and Zahra Mansoor. 2019. "Beyond the Paycheck: Motivational Tools for Public School Teachers in Punjab Pakistan." AEA RCT Registry. July 24. https://www.socialscienceregistry.org/trials/4482/history/50593
Sponsors & Partners

There are documents in this trial unavailable to the public. Use the button below to request access to this information.

Request Information
Experimental Details

Interventions

Intervention(s)
The treatments in the experimental design are different variants of departmental recognition.

The departmental recognition (non-monetary) incentive is a typical tournament-based incentive. Within a classroom, the teacher who scores the highest in the training post-test score and the teacher who shows the maximum improvement over the pre-test (highest value-added) can qualify for a prestigious departmental certificate. To explore causal channels of mechanisms, we also develop an intervention which includes a bundle of departmental recognition along with a self-efficacy enhancing intervention. This allows us to collect causal evidence on whether such incentives work through a self-efficacy channel.
Intervention Start Date
2019-07-10
Intervention End Date
2019-10-01

Primary Outcomes

Primary Outcomes (end points)
Teacher training test scores
Primary Outcomes (explanation)
The test scores are captured through a test at the conclusion of the training.

Secondary Outcomes

Secondary Outcomes (end points)
teacher perceptions on departmental support, trust in the department, job satisfaction, job commitment, teacher self-efficacy, and locus of control

Secondary Outcomes (explanation)
Each secondary outcomes is constructed through pre-tested scales of these measures.

Experimental Design

Experimental Design
We use a randomised field experiment to assign teacher training classes to the different treatment groups.
Experimental Design Details
We randomize 168 teacher classes into either a public recognition, career plus, public plus, career plus , or a control arm.
Randomization Method
Randomization was done in an office on a computer through a STATA code
Randomization Unit
We conduct our randomization at the teacher training classroom level.
Was the treatment clustered?
Yes

Experiment Characteristics

Sample size: planned number of clusters
168 classes
Sample size: planned number of observations
4,500 teachers
Sample size (or number of clusters) by treatment arms
33
Minimum detectable effect size for main outcomes (accounting for sample design and clustering)
Given the assumptions of correlation with baseline measure of 0.27 and intra cluster correlation of 0.12 which is based on the training test scores of teachers from the previous trainings, we will be able to detect an effect size of 0.25 and above.
IRB

Institutional Review Boards (IRBs)

IRB Name
Blavatnik School of Government’s Departmental Research Ethics Committee (DREC)
IRB Approval Date
2018-02-26
IRB Approval Number
Ref No: SSD/CUREC1A/BSG_C1A-18-003

Post-Trial

Post Trial Information

Study Withdrawal

There are documents in this trial unavailable to the public. Use the button below to request access to this information.

Request Information

Intervention

Is the intervention completed?
No
Data Collection Complete
Data Publication

Data Publication

Is public data available?
No

Program Files

Program Files
Reports, Papers & Other Materials

Relevant Paper(s)

Reports & Other Materials