Teacher Characteristics of Public and Private Schools in Nepal

Abstract

This study attempts to examine the contribution of three different teacher characteristics - mean age of teachers, mean years of experience, and mean of qualifi cation levels on student’s learning achievement. The purpose of this study was to examine the contribution of key teacher characteristics that contribute to quality education. For this, data from a number of sources, particularly secondary sources were employed covering both public and private schools in Nepal. Quantitative approach was adopted to support the analysis conducted using documents review. Results of the analyses paper strongly suggest that teacher qualifi cation, age of teachers and experiences are the key contributing factors for providing quality education in Nepal. There seems to be a positive relationship between the level of qualifi cation of the teacher and student learning achievement. The main policy implication of the study is that the government should encourage the recruitment of young and highly qualifi ed teachers in order to improve student learning achievement.