Measuring Teaching Quality and Student Engagement in Elementary Education in South Korea and The Netherlands

Abstract

254 South Korean and 384 Dutch teachers working in elementary education were observed by specially trained observers. The observation-scales are sufficiently homogeneous and valid for estimating sample averages. Inter rater agreement shows moderate/good mutual consensus. Results of multigroup confirmatory factor analysis show that comparing correlations and average scores is allowed for both countries. Engagement of students is a bit better in South Korea than in the Netherlands. South Korean teachers do not differ from Dutch teachers on the efficiency of their classroom management and on giving clear instruction. South Korean teachers are a bit better than Dutch teachers on activating students and clearly better on teaching learning strategies. Dutch teachers are a bit better on creating a safe educational climate and on differentiation of instruction