Measuring Teacher Effectiveness Across Time: What Does TIMSS Reveal About Education System Level Trends?

Abstract

To understand whether there are identifiable trends in teacher quality and instructional metrics over time, it is important to first recognize that measures of teacher effectiveness may vary by education system. Descriptive results for the teacher quality measures related to mathematics drawn from twenty years of the IEA's Trends in International Mathematics and Science Study (TIMSS) data provide a general picture of the variation in such measures; additional consideration is given to student-level variables. Combining information from multiple cycles of TIMSS, with a specific emphasis on teacher variables, greater focus is given to the post-2003 TIMSS data, largely because these later cycles contain additional teacher-related measures (such as preparedness to teach mathematics topics). Changes in education system means may be due to changes in underlying teacher characteristics. The data suggests that, among the pool of countries that participated in all the TIMSS between 2003 and 2015, there have been increases in the international averages for the number of years of experience that teachers possess, their level of educational qualification to teach mathematics, and classroom time spent on mathematics instruction. However, instructional alignment with national standards has remained surprisingly modest (at around 55-60%) and the international average for instructional alignment declined for grade eight over twenty years of TIMSS. The results suggest that, in many countries, teachers (especially grade four teachers) retain a substantial degree of discretion in what to teach. Variability in teacher behaviors related to opportunity to learn suggests it is highly advisable to consider this factor in studies of teacher effectiveness. Keywords Opportunity to learn • Teacher education • Teacher experience • Teacher quality • Trends in International Mathematics and Science Study (TIMSS) 4.1 Empirical Approach In this chapter we present descriptive results for educational systems (or "countries") participating all waves of the TIMSS between 1995 and 2015, with additional attention paid to those countries that were part of the TIMSS in every cycle since

Mathematics Teachers’ Perceptions of Trends in International Mathematics and Science Study (TIMSS)-Related Practices in Abu Dhabi Emirate Schools

“…On the other hand, readiness for TIMSS did not significantly differ when considering teaching experience. This result is consistent with Burroughs et al [32], who showed that a teacher's experience has a role in determining an 8th-grade student's understanding. A more experienced teacher is more likely to use different and friendlier teaching strategies to teach mathematics to students.…”

“…This is particularly important in those experienced teachers are more likely to use different and effective teaching strategies to teach mathematics to students. Contrary to Burroughs et al [32] and Abdelfattah and Lam [37], Alharbi et al [38] found that students' readiness for mathematics exams is not necessarily affected by their teacher's experience. Others have argued that teaching experience is likely to allow teachers to understand their students better [39] which can aid in the selection of teaching strategies that are congruent with student learning strategies [40].…”

“…Kartal [31] highlighted that despite the initiatives taken globally to ensure equality in performance and participation, the TIMMS performance in mathematics for 8th-grade females was very low in 2015. Another study by Burroughs et al [32] indicated that various initiatives should be undertaken to address female teacher perceptions and classroom environment to ensure equity of outcome performance, not only equity in terms of accessing educational opportunities in mathematics. These studies show that the results of the present study are concrete and legitimate.…”

“…For example, Kartal [31] suggested that gender might have an influence on student achievement. Burroughs et al [32] further suggested that various initiatives should be undertaken to include female teacher perceptions and how their perceptions might influence student performance in TIMSS.…”