The objective of the USAID-funded pilot study, which was developed in the context of a broad partnership to improve local governance in Uganda, was to 1) design survey instruments to effectively measure teachers’ norms, 2) deliver an intervention aimed at coordinating teachers’ norms to a cooperative equilibrium characterized by higher effort levels and improved attendance rates, and 3) measure changes in teachers’ professional norms and behaviors resulting from the administered intervention.

This data asset contains baseline school management committee (SMC) member, teacher, and school data. In November 2017, Innovations for Poverty Action (IPA) conducted 160 unannounced visits to public primary schools in two districts of Uganda (Hoima and Mityana) to collect baseline data for a pilot study focusing on shifting professional norms in the public sector. Over the course of 3 weeks, a team of 48 enumerators visited 80 schools in Hoima and 80 schools in Mityana to record teacher attendance, collect information about the schools’ financing and management structures, conduct interviews with teachers and school management committee (SMC) members, and directly observe teachers’ efforts through classroom observations. In total, the team conducted interviews with 1,503 unique teachers and 470 SMC members, and completed 614 direct classroom observations.