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 endline teacher and school survey. In July 2018, Innovations for Poverty Action (IPA) completed 160 unannounced visits to public primary schools in two districts of Uganda (Hoima and Mityana) to collect endline data for a pilot study focusing on shifting professional norms in the public sector. Over the course of 3 weeks, a team of 51 enumerators visited 80 schools in Hoima and 80 schools in Mityana to record teacher attendance, collect information about the schools’ finance and management structures, conduct surveys with teachers over the course of two days, and directly observe teachers’ efforts through classroom observations. In total, the team conducted surveys with 1,640 unique teachers, and completed 637 direct classroom observations to record teachers’ instruction practices in the classroom.