Peer effects in the decision to apply for a professional excellence award
利用智利教师申请教学卓越奖的准随机分配规则，发现获奖者会使其学校同事的申请率提高近75%，且与获奖者互动越密切的同事受影响越大，推测社会学习是驱动因素。
We study the role social interactions at the workplace play in the decision to apply for a professional recognition program. In Chile, teachers can apply to a pedagogical excellence award. Successful applicants receive a wage increase and are publicly recognized. We exploit the quasi-random variation in the allocation of awards generated by a sharp assignment rule. We document that the success of an applicant increases her school colleagues’ application rate to the program by almost 75%. The impact is higher for colleagues with closer interaction with a successful applicant. We speculate on social learning as a driver of this result.