Online training and financial incentives for teachers: Evidence from Bangladesh

Teacher training is costly and sometimes ineffective, especially if teachers are not fully engaged. This paper presents findings from a randomized evaluation of an incentivized online teacher training program implemented in Bangladesh during COVID-related school closures. One treatment group received training and the other also received a moderate financial incentive. Teachers enrolled in the program demonstrated improved math competencies in the short-run and medium-run after fifteen months (0.25 and 0.16 s.d.). The impact was two to three times larger when combined with financial incentives. Training combined with incentives also improved instructional practice, measured through online observations and self-reports (0.23 and 0.18 s.d.). Finally, online training reduced teacher burnout, with the impact lasting longer for the incentive group.