The Relationship between the Teacher Qualities Perceived by Students and the Achievements of High and Low Socioeconomic Level Students

Abstract

Teacher qualities play a key role in students’ achievement. In general, however, disadvantaged students may not have as much opportunity to benefit from teacher support as advantaged students. Therefore, this study aims to find out the relationship between the teacher qualities and the achievements of high and low socioeconomic level students in math and science literacy, and reading. Data were obtained from the Program for International Student Assessment (PISA) 2018 results. The study is a quantitative analysis using a relational model, with a sample consisting of 25% low socioeconomic level students and 25% high socioeconomic level students. The findings of this study indicate a more positive impact of adaptive instruction, teacher-directed instruction, and disciplinary climate on high socioeconomic students than on low socioeconomic students. However, the impact of teacher cognitive feedback on both student groups' achievement in all domains is negative.

Okuma Okuryazarlığı Performansı, Motivasyon Kaynakları ve Öğretmen Desteği Arasındaki İlişkiler: PISA 2018 Türkiye Örneklemi

“…While the perceived teacher support of Chinese students who participated in the PISA 2018 had a 5% effect on the reading literacy performance (Ma et al, 2021), it was a surprising finding that the teacher support did not contribute to the reading performance according to the perception of students from Türkiye (1‰). The same results were obtained in similar studies conducted with the PISA 2018 Türkiye sample (Büyükatak, 2022;İnci and Kaya, 2022).…”

“…Previous studies demonstrated the relationship of teacher support with reading literacy (İnci & Kaya, 2022;Büyükatak 2022;Radulovic et al, 2022;Chang & Bangsri, 2020;Chen et al, 2019;Ma et al, 2021;Mercer, 2011), first reading (Silinskas et al ., 2016), participation in reading (Zhao et al, 2018;Berman-Young, 2014), academic achievements other than reading (Bal, 2011;Chen, 2017;Klem & Connell, 2014;Ma et al, 2017), academic feelings (Lei et al, 2018), and attitude towards school (Ertem et al, 2021) from various perspectives.…”

“…Ayrıca öğretmenlerin öğrencilerle olan destekleyici ilişkilerinin, öğrencilerin öz-yeterlik ve öğrenme stratejileriyle ilişkili olabileceği dolayısıyla akademik başarıyı etkileyeceği varsayılmaktadır (Ma ve diğerleri, 2017). Çeşitli araştırmalar öğretmen desteğinin okuma okuryazarlığı (Büyükatak, 2022;Chang ve Bangsri, 2020;Chen ve diğerleri, 2019;İnci & Kaya, 2022;Ma ve diğerleri, 2021;Mercer, 2011;Radulovic ve diğerleri, 2022), ilk okuma (Silinskas ve diğerleri, 2016); okumaya katılım (Berman-Young, 2014;Zhao ve diğerleri, 2018), okuma dışındaki akademik başarılar (Bal, 2011;Chen, 2017;Klem & Connell, 2014;Ma ve diğerleri, 2017), akademik duygular (Lei ve diğerleri, 2018) ve okula yönelik tutum (Ertem ve diğerleri, 2021) ile ilişkilerini çeşitli açılardan ortaya koymuştur.…”

Revisión sistemática sobre la relación resiliencia-rendimiento académico del alumnado en educación obligatoria: análisis de evaluaciones a gran escala

“…Hasta tal punto que, en algunos casos relacionados con el clima escolar y, encontrando el estudiante situaciones estresantes y/o problemáticas que afrontar en el mismo, los altos niveles de resiliencia no correlacionan con un mejor rendimiento académico. Esto se debe a que no son objeto del mismo grado de apoyo docente que el resto de sus compañeros por encontrarse en este tipo de situaciones desfavorables (Sibel y Kaya 2022).…”

“…Como venimos denotando a lo largo del documento, los de mayor afección guardan relación con el clima escolar y lo que ello conlleva: prácticas educativas por parte del docente, grado de motivación al estudiantado, manejo del aula, expectativas hacia el logro e, incluso, el grado de trabajo docente en los propios factores personales del alumnado, tales como el auto concepto y la auto estima (Aydin y Erdem, 2022;Gabrielli et al, 2022;García-Crespo et al 2021;Sibel y Kaya, 2022).…”