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The spatial geography of teacher labor markets: Evidence from a developing country
ARTICLE

Economics of Education Review Volume 31, Number 6, ISSN 0272-7757 Publisher: Elsevier Ltd

Abstract

An unequal distribution of teacher quality is a problem underlying the unequal distribution of educational outcomes in developing countries. However, we know little about how the labor market produces such a distribution. Using data from two regions in Peru, we investigate whether there is a national teacher market or smaller regional markets. We estimate discrete-choice multinomial models to identify variables (including teacher characteristics, institutional features and geographical factors) associated with the location of teachers in the first jobs of their careers. Results indicate that teacher markets are regional in scope. Being born in a certain province (sub-area of a region) substantially increases the probability of having a first teaching position in that same province. We also find evidence that the geographic mobility of teachers is quite limited. Results suggest that policies to strengthen teacher educational systems and reduce inequities should focus on the regional level.

Citation

Jaramillo, M. (2012). The spatial geography of teacher labor markets: Evidence from a developing country. Economics of Education Review, 31(6), 984-995. Elsevier Ltd. Retrieved December 12, 2019 from .

This record was imported from Economics of Education Review on March 1, 2019. Economics of Education Review is a publication of Elsevier.

Full text is availabe on Science Direct: http://dx.doi.org/10.1016/j.econedurev.2012.07.005

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