ABSTRACT
This chapter explores the challenges with teacher motivation in developing country contexts. It reviews the evidence on teacher incentives, performance-related pay, accountability and monitoring systems, and public–private partnerships as mechanisms to incentivize teachers to do their best. We make the case that these are weak drivers that at best motivate teachers to turn up at school but not to invest in deliberate and effortful practice that enhances their performance. To unlock these positive behaviors, we instead need to leverage instructional leadership for impact, collective teacher efficacy, and the practical applications of the Visible Learning Mind Frames.
