Ps. If you are interested on how dating or breaking up with the boss affects earnings – I have a paper on that too!

Shortly about me – I’m a PhD candidate at @AaltoUniversity interested in labor economics and the economics of education. Read more about me and my research here: sites.google.com/view/jerrymo... (11/11)

🏛️Policymakers interested in the later-life outcomes of students should increasingly pay attention to fostering socio-emotional skills in schools. (10/N)

In conclusion, a changing labor market in recent decades has made socio-emotional skills increasingly valuable in the labor market. I show that teachers play key roles in shaping these skills, in addition to their effect on academic skills. (9/N)

Next, I correlate teacher observables with value-added in all three dimensions to explain what predicts high value-added teachers. I find that the university institution the teacher has graduated from correlates with value-added, suggesting that we might be able to train better teachers. (8/N)

This effect size is twice that of test score value-added (0.6%), showing that variation in teacher effects on socio-emotional skills is relatively more important for later-life earnings than variation in teacher effects on academic skills. (7/N)

💰Next, I look at how these effects carry over to the labor market. I find that one standard deviation higher conscientiousness value-added teachers raise labor market earnings between ages 30-35 by 1.2%! (6/N)

You might ask: do the same teachers who raise academic skills also raise socio-emotional skills? No! The within-teacher correlation of test score value-added and conscientiousness or extroversion value-added is close to zero, suggesting that these effects are almost orthogonal to each other (5/N)

Using data from a personality test taken by Finnish men, I estimate that one standard deviation higher conscientiousness value-added teachers increase student conscientiousness by 0.067 standard deviations. The estimate for extroversion is 0.073 sd's and 0.175 sd's for test score value-added. (4/N)

To answer this, I employ a teacher value-added approach and estimate teacher effects on two measures of socio-emotional skills: Conscientiousness and Extroversion, in addition to the classic test score value-added. (3/N)

Socio-emotional skills are increasingly important determinants of labor market outcomes, but what role can teachers play in shaping these skills? (2/N)

Just do as the Germans and mention all the titles! But I guess the ordering of the titles still matters...

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Unfortunately, we can't see this in the data. We don't distinguish between the types of exit from the firm, so the longer employment spell for the worker could be due to any number of reasons (lower risk of layoff, increased job satisfaction, etc.). If you're interested, we discuss it in the paper.

In the Appendix, we do also show that subordinates in these relationships are more likely to stay in the firm. And after breakup, they are (much) more likely to leave the firm vs. the control group

The retention results mentioned in the abstract refers to spillover effects, i.e. retention of colleagues at the workplace who we compare to a matched firm where no manager-subordinate relationship exists

Thank you for the shout! This paper has been a very interesting project to work on!

I might be just a naïve early-career researcher, but shouldn't obviously fake citations be a cause for retraction? Or is the argument that the research/analysis is good nonetheless, so no need? It undermines the credibility of our profession regardless.