The Cost, Satisfaction, and Achievement of Primary Education- Evidence from Francophone Sub-saharan Africa

Abstract

Low teacher motivation and its detrimental effect on student achievement are central problems of many education systems in Africa. Using standardized data for student achievement in Burkina Faso, Cameroon, Côte d'Ivoire, Madagascar and Senegal, this paper analyzes the empirical links between various policy measures, teacher job satisfaction and primary education outcomes. It appears that there is only very limited evidence for the effectiveness of intensively debated and costly measures such as reducing class size, increasing academic qualification requirements, and increasing teachers salaries. Other, simpler measures such as an increased provision of textbooks are both more effective and less costly. It also appears that teacher job satisfaction and education quality are not necessarily complementary objectives. Especially those measures ensuring control and incentive related working conditions for teachers, significantly increase student achievement while reducing teacher job satisfaction. In addition, teachers' academic qualification beyond the "baccalauréat", while beneficial for students' learning, tends to lead to a mismatch between teachers' expectations and professional realities, and thereby reduces teachers' job satisfaction.

Effects of Compensation on Job Satisfaction Among Secondary School Teachers in Maara Sub - County of Tharaka Nithi County, Kenya

“…In most developing countries, the salary scales for both primary and secondary school teachers are not lucrative despite the rapidly increasing costs of living with very small salary increments awarded based on seniority/experience, with little or no link with actual job performance (Michaelowa, 2002). Further, the teacher's payscale pay is generally very low and declining in real terms as compared to other professionals (Ferguson, 2001).…”

“…The lack of satisfaction has resulted to rampant absenteeism and turnover (Michaelowa, 2002). This turnover is interpreted as a protest against poor pay.…”

Le défi enseignant au primaire en Afrique subsaharienne : une analyse des solutions mises en œuvre pour faire face à la demande (2000-2015)

“…La motivation des enseignants est considérée comme étant le facteur le plus déterminant sur les acquis des élèves dans le contexte de l'Afrique subsaharienne (Bernard et al, 2004;Michaelowa, 2002). La motivation est, entre autres, associée à la rémunération des enseignants, à leurs conditions de travail et à leurs possibilités d'avancement de carrière (Bennell et Akyeampong, 2007;Bernard et al, 2004).…”

“…Cette hypothèse est corroborée par l'importante recension des écrits réalisée par Chudgar et al (2014) qui concluent que la diversification du recrutement des enseignants a eu des impacts négatifs sur le moral et la satisfaction professionnelle des enseignants. Certaines recherches suggèrent toutefois que la motivation est aussi associée étroitement au niveau académique des enseignants et qu'un diplôme plus élevé peut influencer négativement la motivation des enseignants (Bernard et al, 2004;Michaelowa, 2002). Cela semble s' expliquer par le fait que plus le niveau académique est élevé, plus les aspirations professionnelles sont élevées, ce qui rend la profession enseignante moins attirante (Bernard et al, 2004;Dembélé, 2005;Dembélé et Mellouki, 2013;UNESCO-BREDA, 2009).…”

Job Satisfaction and Organizational Commitment as Determinants of Teacher Performance

“…Teachers play as pillars [10], pivot [11], backbone [12], and the corner stone [13] from execution of education system. At school, teacher directly play for achieving school effectiveness [8] [14] [15], and the primary source of competitive advantage in schooling [16].…”