Quality of Classroom Instruction (QCI)
Category: Teacher and Leader Development
In theory, monitoring can improve employee motivation and effort, particularly in
settings lacking measurable outputs, but research assessing monitoring as a motivator
is limited to laboratory settings. To address this gap, I leverage exogenous variation
in the presence and intensity of teacher monitoring, in the form of unannounced
in-class observations as part of D.C. Public Schools’ IMPACT program. As
monitoring intensifies, teachers use more individualized teaching and emphasize
higher-level learning. When teachers are unmonitored, their students have lower test
scores and increased suspensions. This novel evidence validates monitoring as a
potential tool for enhancing teacher pedagogy and employee performance more
broadly.
Keywords
Labor Contracts, Job Performance, Compensation, Education Policy
Education level
Document Object Identifier (DOI)
10.26300/7021-1x97
