Abstract This study utilises a unique school based survey of public, private and Public Partnership Programme (PPP) schools in Punjab, Pakistan to identify the correlates of: teacher behaviour in the classroom, teacher content knowledge mastery, and teacher pay. The study finds that private school teachers are associated with lower classroom observation scores than public school teachers, and both private and PPP school teachers are less likely to exhibit content knowledge mastery in Urdu than public school teachers (however, this is not the case for math and English). Public school teachers recruited after the introduction of test-based teacher recruitment are 30 percentage points more likely to demonstrate math content knowledge mastery than teachers recruited prior to test-based recruitment. The study also finds evidence of a pay gap between male and female teachers in both public and PPP schools after controlling for other characteristics. Teachers’ math content knowledge scores were found to be statistically significant correlates of teacher pay for private school teachers, but not for PPP or public school teachers. For female PPP school teachers, having higher academic qualifications is associated with higher wages however, this is not the case for male teachers in these schools.

中文翻译：

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比较旁遮普邦的教学实践、教师内容知识和薪酬

摘要 本研究利用对巴基斯坦旁遮普邦公立、私立和公共合作计划 (PPP) 学校的独特学校调查来确定以下相关因素：教师在课堂上的行为、教师内容知识掌握情况和教师薪酬。研究发现，私立学校教师的课堂观察分数低于公立学校教师，私立和 PPP 学校教师在乌尔都语中表现出对内容知识掌握程度的可能性低于公立学校教师（然而，数学并非如此）和英语）。引入应试教师招聘后招聘的公立学校教师比应试招聘前招聘的教师表现出掌握数学内容知识的可能性高 30 个百分点。该研究还发现，在控制其他特征后，公立和 PPP 学校的男女教师之间存在薪酬差距的证据。发现教师的数学内容知识分数与私立学校教师的教师薪酬具有统计学显着相关性，但与 PPP 或公立学校教师无关。对于 PPP 学校的女教师来说，学历越高，工资也越高，然而，这些学校的男教师却并非如此。