Abstract
Many financially-strapped countries facing substantial population growth are seeking effective, low-cost ways to meet Education for All 2015 goals and deal with rising demands for education. Massive recruitment of non-professional, volunteer, and contractual teachers with precarious contracts is one method being used. In Niger, this category of teachers represented barely 17% of total teaching staff, and stood at 78% in 2007. This paper examines their level of satisfaction with teaching and compares it to that of professional teachers with permanent contracts and associated benefits. Data from PASEC evaluations conducted in Niger is used to illustrate that primary teacher status is not as strongly tied to job satisfaction as length of service.
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