Examining Effects of School and Teacher Inputs on Productive Efficiency of Ugandan Primary Schools: A Stochastic Frontier Analysis
DOI:
https://doi.org/10.14738/assrj.311.2311Keywords:
Primary Schools, Technical Efficiency, UgandaAbstract
This study evaluates the extent to which school and teacher quality inputs affect technical efficiency of primary schools in Uganda. Using stochastic frontier analysis, the study found textbook-pupil ratio, classroom-pupil ratio and teacher-pupil ratio exhibit increasing returns to scale on literacy and numeracy scores, and school mean efficiency varied widely across the four districts. Moreover, per pupil family expense on education, parent education and teacher salary demonstrate significant positive effect on pupil academic achievement while high rate of teacher absenteeism is detrimental to pupil performance. The study concludes that provision of basic requirements is not sufficient for pupil achievement and school productivity, but rather improving institutional organization to mobilize centres of power and capacity to use available scarce resources for productive gains should be promoted.
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