Benhenda, A;
(2022)
Absence, substitutability and productivity: Evidence from teachers.
Labour Economics
, 76
, Article 102167. 10.1016/j.labeco.2022.102167.
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Abstract
Teacher absence is a widespread phenomenon, but little is known about its effects on teacher productivity and schools’ strategies to cope with this temporary disruptive event through substitute teachers. Using a unique French administrative dataset matching, for each absence spell, each missing secondary school teacher to her substitute teacher, I find that, on average, teacher absence reduces pupil test scores by around 0.40% of a standard deviation. On average, substitute teachers are unable to mitigate this negative effect. However, there is substantial heterogeneity depending on the type of substitute teacher: certified substitute teachers are able to compensate for up to 25% of this negative impact, while non-certified substitute teachers have no statistically significant effect.
| Type: | Article |
|---|---|
| Title: | Absence, substitutability and productivity: Evidence from teachers |
| DOI: | 10.1016/j.labeco.2022.102167 |
| Publisher version: | https://doi.org/10.1016/j.labeco.2022.102167 |
| Language: | English |
| Additional information: | This version is the author accepted manuscript. For information on re-use, please refer to the publisher’s terms and conditions. |
| Keywords: | Absence, Substitutability, Productivity, Teachers |
| UCL classification: | UCL > Provost and Vice Provost Offices > School of Education > UCL Institute of Education UCL > Provost and Vice Provost Offices > School of Education > UCL Institute of Education > IOE - Learning and Leadership > Centre for Education Policy and Equalising Opportunities UCL > Provost and Vice Provost Offices > School of Education UCL UCL > Provost and Vice Provost Offices > School of Education > UCL Institute of Education > IOE - Learning and Leadership |
| URI: | https://discovery.ucl.ac.uk/id/eprint/10149567 |
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