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Field
Trial Status
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Before
in_development
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After
on_going
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Abstract
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Before
Teachers in developing countries are routinely faced with multiple external constraints at work. They teach classrooms in resource-poor settings where the majority of students are first-generation learners with cumulative learning deficits. The presence of many potentially binding external constraints might suggest to teachers that their effort matters little in influencing student learning, leading to a perception of low returns to effort. These beliefs may predispose teachers to lower levels of perceived control over education production, translating into low levels of classroom effort, especially for lower-performing students in the classroom. I propose an experimental evaluation of a psychosocial intervention that targets teachers’ beliefs about perceived returns to effort and study the extent to which it shifts teacher beliefs, affects teacher effort and student learning.
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After
Teachers in developing countries are routinely faced with multiple external constraints at work. They teach classrooms in resource-poor settings where the majority of students are first-generation learners with cumulative learning deficits. The presence of many potentially binding external constraints might suggest to teachers that their effort matters little in influencing student learning, leading to a perception of low returns to effort. These beliefs may predispose teachers to lower levels of perceived control over education production, translating into low levels of classroom effort, especially for lower-performing students in the classroom. I conduct an experimental evaluation of a psychosocial intervention that targets teachers’ beliefs about perceived returns to effort and study the extent to which it shifts teacher beliefs, affects teacher effort and student learning. I devise a novel experimental task to elicit teachers’ perceived control beliefs about improving performance of students in the bottom tail of ability distribution
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Last Published
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Before
July 28, 2022 03:02 PM
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After
August 01, 2022 04:11 AM
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Primary Outcomes (Explanation)
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Before
I plan to elicit beliefs through three main approaches: (1) A set of survey questions involving hypothetical scenarios, (2) A real-stakes incentivized experimental task, and (3) standard psychological scales. Psychological outcomes and classroom observation outcomes will be analyzed both question-by-question and in aggregated indices. Each index will aggregate responses to questions designed to measure the same underlying construct. I will use the switching point as my key outcome that elicits teachers’ beliefs about their perceived control over education production for lower-performing students in their classroom. The distribution of switching points in the multiple price list task will be compared across treatment and control groups, and the change will be examined relative to baseline choice.
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After
I plan to elicit beliefs through three main approaches: (1) A set of survey questions involving hypothetical scenarios, (2) A real-stakes incentivized experimental task, and (3) standard psychological scales. Psychological outcomes and classroom observation outcomes will be analyzed both question-by-question and in aggregated indices. Each index will aggregate responses to questions designed to measure the same underlying construct. For the real-stakes experimental task, I will use the switching point as my key outcome that elicits teachers’ beliefs about their perceived control over education production for lower-performing students in their classroom. The distribution of switching points in the multiple price list task will be compared across treatment and control groups, and the change will be examined relative to baseline choice.
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