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Teachers’ Preferences for Proximity and the Implications for Staffing Schools: Evidence from Peru

Author

Listed:
  • Eleonora Bertoni

    (Education Division, Inter-American Development Bank, Washington, DC 20577)

  • Gregory Elacqua

    (Education Division, Inter-American Development Bank, Washington, DC 20577)

  • Diana Hincapié

    (Education Division, Inter-American Development Bank, Washington, DC 20577)

  • Carolina Méndez

    (Education Division, Inter-American Development Bank, Lima, Peru)

  • Diana Paredese

    (Education Division, Inter-American Development Bank, Washington, DC 20577)

Abstract

This paper uses the 2015 Peruvian national teacher selection process to explore candidates’ rank-ordered preferences for public schools. We show that, in seeking a permanent position, candidates prefer schools that are closer to where they attended their Teacher Education Program and that are located in urban areas. These preferences vary by candidates’ attributes: urban location seems to be particularly important for women and higher-performing candidates. Preferences for proximity to previous workplace are weaker for younger candidates and stronger for high performers. Candidates also prefer larger schools located in low-poverty districts, with one teacher per classroom (versus non-single-teacher/multigrade), Spanish language instruction (versus non-bilingual), and access to basic services. A greater understanding of which school characteristics are most valued by teachers can help to design effective policies for attracting candidates to hard-to-staff schools.

Suggested Citation

  • Eleonora Bertoni & Gregory Elacqua & Diana Hincapié & Carolina Méndez & Diana Paredese, 2023. "Teachers’ Preferences for Proximity and the Implications for Staffing Schools: Evidence from Peru," Education Finance and Policy, MIT Press, vol. 18(2), pages 181-212, Spring.
    • Handle: RePEc:tpr:edfpol:v:18:y:2023:i:2:p:181-212
    DOI: 10.1162/edfp_a_00347
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