Abstract
ABSTRACTThis 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 socio-economic 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.
Highlights
During recent decades research has been able to show that the classroom level is more important for student results than the school level, and that teachers vary systematically in effectiveness (Muijs et al, 2014)
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 Trends in Mathematics and Science Study (TIMSS) 2011 data for Sweden
Despite the convincing evidence that teacher quality is crucial for student success, there is yet no agreement on which teacher characteristics are of the greatest importance for student learning outcomes (Darling-Hammond, 2006; Gustafsson, 2003; Hattie, 2009; Rivkin, Hanushek, & Kain, 2005; Scheerens & Blömeke, 2016)
Summary
During recent decades research has been able to show that the classroom level is more important for student results than the school level, and that teachers vary systematically in effectiveness (Muijs et al, 2014). Numerous studies have investigated the effects of teacher educational background, level of education, certification status and years of teaching experience on student achievement (Darling-Hammond, 2000, 2014; Goe, 2007; Wayne & Youngs, 2003). Earlier research on the relations between teacher education, teaching experience, teacher self-efficacy beliefs, instructional quality and student outcomes is presented. When the effects of teacher competence on student achievement have been studied, it is mainly in relation to primary school students’ reading achievement (Myrberg, Johansson, & Rosén, 2018) Research combining both cognitive and affective teacher characteristics, and dealing with mathematics teachers at the secondary school level in the Swedish setting is lacking
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