The Role of Learning Resources, School Environment, and Climate in Transforming Schools from Buildings to Learning Communities

Role of Teacher Quality and Working Conditions in TIMSS 2019 Mathematics Achievement

“…It was also found that other different variables (e.g., schools' emphasis on academic success, safe and orderly schools) in the working conditions category were not a strong predictor of mathematics achievement. Similarly, there were many studies in the literature that the variable of safe and orderly schools was not associated with mathematics achievement (Arifoğlu, 2019;Elezović et al, 2022;Sarı et al, 2017). Similarly, Elezović et al (2022) pointed out school's emphasis on academic success was not correlated with mathematics achievement.…”

“…Similarly, there were many studies in the literature that the variable of safe and orderly schools was not associated with mathematics achievement (Arifoğlu, 2019;Elezović et al, 2022;Sarı et al, 2017). Similarly, Elezović et al (2022) pointed out school's emphasis on academic success was not correlated with mathematics achievement. Nevertheless, some studies showed that the school's emphasis on academic success positively correlated with mathematics achievement on TIMSS 2015 (Arifoğlu, 2019;Coşkun, 2021;Sarı et al, 2017).…”

“…In the current study's working conditions category, the most influential variable at both grades was teaching limited by students not ready for instruction. It was measured by TIMSS and could be considered a factor of school climate (Elezović et al, 2022). It examined teachers' perceptions of the severity of limitations that negatively correlated with classroom atmosphere, problematic student behaviors such as disruptive or disinterested actions, and lack of basic nutrition.…”

“…However, this finding could vary by country. For example, teaching limited by students' needs was not correlated with mathematics achievement on TIMSS 2015 in Dinaric region countries such as Albania, Croatia, Kosova, and Serbia (Elezović et al, 2022); but was negatively correlated in Turkey (Sarı et al, 2017). In addition, the studies have shown that there were many differences between schools in Turkey, and therefore multilevel analyzes should be made according to schools (Akyüz-Aru, 2020;Arıkan et al, 2020;Sarı et al, 2017).…”