The role of teacher characteristics for student achievement in mathematics and student perceptions of instructional quality

Abstract

This study explores how aspects of teacher quality are related to student achievement and students' perceptions of instructional quality on the basis of eighth grade TIMSS 2011 data for Sweden. Indicators of teacher quality are coursework in mathematics as measured by the number of semesters of studying mathematics, years of teaching experience and teacher self-efficacy beliefs. The study employs confirmatory factor analysis and structural equation modelling as primary methods. Results indicate that teachers with higher self-efficacy beliefs were rated by students as delivering higher instructional quality. However, this was not reflected in student achievement levels. Instead, with student socioeconomic and immigrant background under control, there was a significant positive relationship between coursework in mathematics and student mathematic achievement levels, as well as between student perceptions of instructional quality and achievement. Relations between teaching experience and student achievement followed a non-linear pattern, with the effect of teaching experience increasing up to 19 years and declining afterwards.

Evaluation of the Teaching Quality Model and its Relationship with Students’ Academic Performance through Partial Least Squares-Structural Equation Model

“…As suggested by [17], the measurement and structural model had met the validation criteria based on empirical data. The study shows that there was a relationship between teaching quality and students' academic performance and were in-line with a study conducted by [7], [8], and [9].…”

“…Many studies link the quality of teaching and students' academic performance, see [7], [8], [9]. [10] revealed that quality of teaching is a key factor in student achievement.…”

Evaluation of Mathematics teaching strategies in Australian High Schools

“…Teacher characteristics, among them, the ability to meaningfully interact and relate with students, and teacher self-efficacy beliefs, have also been found to have a profound impact on student mathematics performance (Rockstroh, 2013). This is supported by the research of Toropova et al (2019) and Buddin and Zamarro (2010) who found a positive relationship between student mathematics achievement and teacher quality indicators such as teaching experience. Teaching strategies and teacher characteristics are hence potentially important aspects that can impact student achievement in mathematics.…”

Teacher Characteristics and Children’s Educational Attainment in Ghana: Do Some Teacher Characteristics Matter More for Children Attending Disadvantaged Schools?

“…Other studies, however, find negative (Humble and Dixon, 2017) or no significant association between teaching experience and learners outcomes (Nye et al, 2004;Rivkin et al, 2005), while some suggest a non-linear relationship between teacher experience and student attainment whereby teacher experience is important only up to a point and plateaus (Staiger and Rockoff, 2010;Toropova et al, 2019). For example, Toropova et al (2019) found that teaching experience was positively associated with student attainment from the early years of teaching until the nineteenth year of experience and thereafter there is no change.…”

“…Other studies, however, find negative (Humble and Dixon, 2017) or no significant association between teaching experience and learners outcomes (Nye et al, 2004;Rivkin et al, 2005), while some suggest a non-linear relationship between teacher experience and student attainment whereby teacher experience is important only up to a point and plateaus (Staiger and Rockoff, 2010;Toropova et al, 2019). For example, Toropova et al (2019) found that teaching experience was positively associated with student attainment from the early years of teaching until the nineteenth year of experience and thereafter there is no change. This is consistent with earlier studies (e.g., Chingos and Peterson, 2011;Harris and Sass, 2011;Papay and Kraft, 2016) and challenges the widespread notion that the positive impact of teaching experience plateaus out after just a few years (usually 4-5 years) in service (Murnane and Steele, 2007;Rice, 2013).…”