Abstract

Though having a reputation for being one of the least developed states in India, Bihar has taken crucial steps towards development in multiple areas in the recent years. However, numerous challenges still beset the state in its drive towards achieving universal elementary education, with issues of low participation amongst marginalised groups, inadequate infrastructural and human resource  provision and above all issues relating to the actual quality of education. Previous research from other high population, developing countries indicate towards strong relationships between student school performance and teacher motivation and accountability. Other cases suggest combinations of financial investment, curricular and institutional reform and capacity building initiatives have been proven to be effective in improving turn-out and performance.

This report details the results of a study, funded by USAID India, which looked at the challenges related to teacher motivation and accountability in Bihar, and offers a range of potential policy options and approaches towards understanding teacher motivation and improving their accountability in the learning process. This study utilised an analytical desk review combined with participatory rural appraisal techniques and survey methods to gather information from stakeholders in Nalanda district, and from state level institutions in Patna.

 

Jha, J., Prasad, GVSR., Krishnaswamy, D., & Bakshi, S. (2011). Study on teacher motivation and incentives in Bihar: final report. Centre for Budget and Policy Studies, India and USAID, India.