This paper investigates whether giving communities authority over teacher performance pay improves the effectiveness of social accountability in Indonesia’s remote schools. We tested incentive contracts based on either camera-verified teacher presence or community ratings of teacher performance. Social accountability had the strongest and most persistent impact on student learning when combined with the former. The results indicate that when the principal (community) has weak authority vis-à-vis the agent (regular teachers), increasing that authority using an incomplete but verifiable contract works better than using a more comprehensive but subjective one
Thursday 2 March 2023, 6.00 am PT / 9.00 am ET / 3.00 pm CET / 9.00 pm WIB.
The Indonesia Social Science Seminar Series (IS4) is sponsored by the Sydney Southeast Asia Centre (SSEAC), the Cornell Southeast Asia Program (SEAP) and the Royal Netherlands Institute of Southeast Asian and Caribbean Studies (KITLV).