Teacher quality: Its enhancement and potential for improving pupil achievement

This literature provides evidence that schools differ starkly in the average characteristics of their teachers. This chapter discusses the causes of these disparities, their likely impact on student outcomes, and the potential role of policy interventions for attracting and retaining high-quality teachers in difficult-to-staff schools. Studies of teachers’ decision making suggest that teachers respond strongly to both pecuniary and nonpecuniary elements of their jobs. Thus, while teacher preferences have created and target policies to improve the working environments are likely to alleviate some of the evident inequities.