Impact Evaluation of Performance-based Incentives for Teachers 2012: Baseline Survey (Guinea)

Abstract

This study aims to assess the impacts of two types of interventions to be implemented by the Guinea Ministry of Pre-University and Civic Education (MEPU-EC) using performance-based rewards for teacher as motivation-enhancing strategies and providing simple guidance on effective classroom management strategies to encourage their use. In the context of the incentive scheme, teacher performance will be measured using an objective and comparable performance indicator.

The evaluation is designed to answer the following research questions:
- What is the effect of performance-based incentives for teachers on teaching practices and behaviors (absenteeism, time on task) and on student learning outcomes?
- To what extent do recognition rewards trigger different (better or worse) modifications in teachers’ behavior and practices compared to those triggered by in-king rewards?
- What is the effect of providing guidance on effective classroom management on teaching practices and student learning outcomes?
- What is the effect of performance-based incentives when teachers are also provided with guidance on effective classroom management practices? Moreover, cost effectiveness of the different treatment arms will be investigated.

The proposed evaluation strategy is a randomized control trial that spans two academic years (2012-2013 and 2013-2014) and targets all grade 3 and 4 teachers of a nationally representative sample of 420 schools. The first year of the impact evaluation focused on assessing the impact of performance-based teacher incentives only and comparing the two types of incentives: in-kind and recognition. The second year includes the additional intervention of delivering guidance on classroom management. Data on schools, teachers, and students is collected through (unannounced) attendance checks, time on task and general classroom observations (carried out in person and using a video), official inspection visits, administration of student’s curriculum-based standardized Math and French tests, teacher surveys and content-knowledge tests, as well student and principal questionnaires. Costing data will be collected through the financial reports of the IDA project and of the government budget (for the second year incentives and guidance intervention) since all expenditures related to the interventions evaluated are paid through these channels.

Baseline data is documented here.