We study the effects of two dimensions of teacher quality, subject knowledge and didactic skills, on student learning in francophone Sub-Saharan Africa. We use data from an international large-scale assessment in 14 countries that include individual-level information on student achievement and country-level averages of teacher subject knowledge and teacher didactic skills in reading and math. Exploiting variation between subjects in a student fixed-effects model, we find that teacher subject knowledge has a large positive effect on student achievement, whereas the effect of teacher didactic skills is comparatively small but imprecisely estimated. Differences in teacher subject knowledge account for 37 percent of the variation in average student achievement across countries.

我们研究教师素质、学科知识和教学技能这两个维度对撒哈拉以南法语国家非洲地区学生学习的影响。我们使用来自 14 个国家/地区的国际大规模评估的数据，其中包括学生成绩的个人信息以及教师学科知识和教师阅读和数学教学技能的国家平均值。利用学生固定效应模型中学科之间的差异，我们发现教师学科知识对学生成绩有很大的积极影响，而教师教学技能的影响相对较小，但估计不准确。教师学科知识的差异占各国学生平均成绩差异的 37%。