Choose an application

• Reference Manager
• EndNote
• RefWorks (Direct export to RefWorks)

Teacher evaluations are conducted to inform employment decisions and teacher professional development with the ultimate goal to create beneficial student learning environments. The effectiveness and feasibility of teacher evaluations, particularly in high-stakes contexts (hiring, firing, promotion, pay-for-performance schemes), crucially depends on the support these evaluations receive from the various education stakeholders involved. While many governments around the world, including the Government of Indonesia, are interested in reforming and expanding their current teacher evaluation systems, often little is known about how principals, teachers, parents, and students perceive these evaluations. This paper uses data from a recent large-scale opinion survey in Indonesia to examine and provide rare insights into the attitudes of key education stakeholders towards teacher performance evaluations. Four key insights are identified. First, many principals and teachers agree with existing evaluation schemes employed in Indonesia, such as the teacher competence test (ujian kompetensi guru (UKG)) and the teacher performance evaluation (penilaian kinerja guru (PKG)) and are also open to reforms and the introduction of new schemes. Second, pay-for-performance schemes are generally popular among principals and teachers, and preferred over seniority-linked pay systems. Third, teachers in urban areas are more favorable towards pay-for-performance schemes than teachers in semi-urban areas. Finally, all stakeholders generally support the concept of principals, teachers, and parents fulfilling performance evaluator roles.

Education --- Teacher Salaries

Choose an application

• Reference Manager
• EndNote
• RefWorks (Direct export to RefWorks)

Social accountability offers a viable alternative to top-down supervision of service delivery in remote areas when travel cost renders the latter ineffective. However, this bottom-up approach may not be effective when the community has weak authority relative to the service provider. This paper investigates whether giving communities authority over teacher performance pay improves the effectiveness of social accountability in Indonesia's remote schools. We tested incentive contracts based on either camera-verified teacher presence or community ratings of teacher performance. Social accountability had the strongest and most persistent impact on student learning when combined with the former. The results indicate that when the principal (community) has weak authority vis-à-vis the agent (regular teachers), increasing that authority using an incomplete but verifiable contract works better than using a more comprehensive but subjective one.