Teacher content knowledge in developing countries: Evidence from a math assessment in El Salvador

Arbeitspapier

Education is one of the key resources in the fight against poverty. While substantial progress has been made in terms of school enrollment, evidence suggests that educational quality is still alarmingly low in many developing countries. Various explanations have been suggested, but one very obvious factor in the educational production function has received surprisingly little attention: the content knowledge of teachers. For this study, we administered an exam-type assessment to a representative sample of 224 primary school teachers in Morazán, El Salvador. The average teacher scored 47% correct answers on 50 questions covering the official math curriculum for second to sixth graders. Overall, our results point to an even more worrying situation than suggested by previous findings based on indirect measures of content-related teacher skills in several African countries.

Object Details

• Language: Englisch

References and Relationships

• Bibliographic citation: Series: Discussion Papers ; No. 20-05

Classification and Topics

• Classification: Wirtschaft ; Analysis of Education ; Education and Economic Development ; Human Capital; Skills; Occupational Choice; Labor Productivity ; Economic Development: Human Resources; Human Development; Income Distribution; Migration
• Subject: teacher content knowledge ; quality of education ; primary education ; El Salvador

Contributors, Places and Time

• Event: Geistige Schöpfung
• (who): Brunetti, Aymo ; Büchel, Konstantin ; Jakob, Martina ; Jann, Ben ; Kühnhanss, Christoph ; Steffen, Daniel
• Event: Veröffentlichung
• (who): University of Bern, Department of Economics
• (where): Bern
• (when): 2020

Further information

• Handle: http://hdl.handle.net/10419/228893
• Last update: 10.03.2025, 11:42 AM CET