Teacher Quality and Dropout Rates in Primary Education - The Case of Developing Countries

Abstract

Using a panel of 40 developing countries of the world, spanning the period 1997 to 2017, this study examines the role of the teacher in reducing dropouts in primary education. Controlling for the role of socio-economic and individual characteristics, this study finds that the reduction in class size through recruitment of an extra teacher is more effective in reducing dropouts in developing countries than the provision of organised training of teachers. Alternatively, the result indicates that increase in household income or wealth and parental education significantly reduce dropouts. While government developmental efforts such as alleviation of poverty could be catalytic in reducing dropouts, specific policies that increase parental education are likely to have important implications in reducing dropouts.