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Learn to teach, teach to learn: A within-pupil across-subject approach to estimating the impact of teacher subject knowledge on South African grade 6 performance

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  • Debra Shepherd

    (Department of Economics, University of Stellenbosch)

Abstract

This paper assesses the impact of teacher subject knowledge on student performance using a nationally representative dataset of grade 6 students in South Africa. Test scores in two subjects and correlated random error models are used to identify within-pupil across subject variation in performance. Teacher knowledge is estimated to have a positive impact on performance across both the poorer and wealthier subsets of schools once controlling for teacher unobservables. The results suggest that consideration needs to be given to contextual factors such as the quality of teacher training and the working environment within schools and their relationship to the manner in which teacher knowledge is transferred to students.

Suggested Citation

  • Debra Shepherd, 2015. "Learn to teach, teach to learn: A within-pupil across-subject approach to estimating the impact of teacher subject knowledge on South African grade 6 performance," Working Papers 01/2015, Stellenbosch University, Department of Economics.
    • Handle: RePEc:sza:wpaper:wpapers233
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    References listed on IDEAS

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    Cited by:

    1. Jan Bietenbeck & Marc Piopiunik & Simon Wiederhold, 2018. "Africa’s Skill Tragedy: Does Teachers’ Lack of Knowledge Lead to Low Student Performance?," Journal of Human Resources, University of Wisconsin Press, vol. 53(3), pages 553-578.
    2. Anna Holvio, 2022. "Impact of teacher content knowledge on student achievement in a low-income country," WIDER Working Paper Series wp-2022-23, World Institute for Development Economic Research (UNU-WIDER).
    3. Timothy Köhler, 2020. "Socioeconomic Status and Class Size in South African Secondary Schools," Working Papers 01/2020, Stellenbosch University, Department of Economics.
    4. Gabrielle Wills, 2015. "A profile of the labour market for school principals in South Africa: Evidence to inform policy," Working Papers 12/2015, Stellenbosch University, Department of Economics.

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    More about this item

    Keywords

    teacher content knowledge; correlated random errors model; within-student; South Africa;
    All these keywords.

    JEL classification:

    • C30 - Mathematical and Quantitative Methods - - Multiple or Simultaneous Equation Models; Multiple Variables - - - General
    • I21 - Health, Education, and Welfare - - Education - - - Analysis of Education
    • I24 - Health, Education, and Welfare - - Education - - - Education and Inequality

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