ABSTRACT

In November 2010, Myanmar¹ began a process of significant democratic reform ending a half century of authoritarian rule by military junta. Rural education, having long suffered from a lack of qualified teachers in poorly equipped, overcrowded schools, has received little attention from empirical scholarship aimed at informing policymakers. This article pilots a direct survey of university students entering into the teaching profession, producing clear priorities to support teachers, especially in rural areas. Survey data were gathered at the Yangon University of Education using an improved conjoint analysis. Survey attributes were completely and independently randomised then analysed by ordinary least squares regression and the Sarafidis and Weber partitional-clustered regression with unobserved fixed effects. Out of many competing priorities, the analysis reveals that secure housing is at the highest priority for respondents, with secondary and tertiary preferences varying based on group clusters. This study aims to inform teacher placement policy by demonstrating methodologically how observed and unobserved characteristics of the respondents and the teaching environment influence teacher retention. Given the present challenges facing teachers in rural areas, better meeting the preferences of teachers can have long-term educational benefits for children in these areas.

摘要

2010年11月，缅甸¹开始了重大的民主改革，结束了由军政府统治的半个世纪的专制统治。长期以来，农村教育一直因装备不足，人满为患的学校中缺乏合格教师而遭受苦苦挣扎，因此，旨在向决策者提供信息的经验奖学金很少受到关注。本文对直接进入教师行业的大学生进行了直接调查，明确了优先重点，以支持教师，特别是在农村地区。使用改进的联合分析在仰光教育大学收集了调查数据。对调查属性进行了完全独立的随机化，然后通过普通最小二乘回归以及具有未观察到的固定效应的Sarafidis和Weber分区聚类回归进行分析。在许多相互竞争的优先事项中，分析表明，对于受访者而言，保障住房是重中之重，根据群体的不同，二级和三级偏好也有所不同。本研究旨在通过方法论论证被访者的观察和未观察特征以及教学环境如何影响教师的留任率，从而为教师安置政策提供信息。鉴于农村地区教师目前面临的挑战，更好地满足教师的偏好可以为这些地区的儿童带来长期的教育收益。本研究旨在通过方法论论证被访者的观察和未观察特征以及教学环境如何影响教师的留任率，从而为教师安置政策提供信息。鉴于农村地区教师目前面临的挑战，更好地满足教师的偏好可以为这些地区的儿童带来长期的教育收益。本研究旨在通过方法论论证被访者的观察和未观察特征以及教学环境如何影响教师的留任率，从而为教师安置政策提供信息。鉴于农村地区教师目前面临的挑战，更好地满足教师的偏好可以为这些地区的儿童带来长期的教育收益。