Teacher Rotation and Student Outcomes: Experimental Evidence from Uganda- Policy Brief
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Ugandan policy mandates periodic re-assignment of teachers between schools. We study whether rewarding high-performing teachers with posting to a preferred school improves teacher attendance, effort, and student performance. We find no effect on student and teacher outcomes. Results suggest that policymakers designing teacher incentive schemes need to train teachers on the details of the incentives and should accompany incentives with pedagogical support.
