Abstract
Accounting scholars who discuss the teaching of Accounting highlight two fundamental types of qualification for teaching staff in Accountancy programs: academic qualification (AQ), which refers to the teacher’s preparation for research; and professional qualification (PQ), defined by the teacher’s connection with current professional practices in the job market. Educational literature on higher education teaching, in turn, appoints a third type: pedagogical qualification (PeQ), which relates to the systemized preparation for teaching practice in the university context. Considering undergraduate Accountancy students’ low performance levels in the National Exam for the Assessment of Student Performance (Exame Nacional do Desempenho dos Estudantes/Enade), this research aimed to investigate the relations between student performance and teacher qualification. To identify variables related to teaching staff qualification, a questionnaire was developed, validated and applied in 218 higher education institutions (HEIs) that offer undergraduate Accountancy programs. These variables were compared with graduates’ performance at the same institutions, verified on ENADE’s basis, using linear regression and correlation analysis. The results partially confirm the established hypotheses: only academic qualification shows a significant regression coefficient at 5% (p-value = 0.000) and a significant positive correlation at 1%. Professional and pedagogical qualification showed no significant correlations. The AQ rate at public HEIs is also significantly higher than at private HEIs.
Highlights
This paper aims to examine the effect of teacher qualification on student performance through the following research question: what is the relationship between student performance and teacher qualification in undergraduate Brazilian
Institution); answers from middle schools; answers without identification of Higher Education Institutions; questionnaires from Higher Education Institutions that lacked the Exame Nacional de Desempenho de Estudantes (Enade) assessment in 2009; questionnaires with answers to only a few of the questions; and questionnaires with inconsistent answers
It is interesting to note that the mechanisms of evaluation of institutions, professors and students, both in Brazil and in the international scenario (ANNISETTE, KIRKHAM, 2007; INEP, 2008; KACHELMEIER, 2002; NJOKU, HEIJDEN, INANGA, 2010; PIERRE et al 2009; RUFF, THIBODEAU, BERDARD, 2009), are heavily focused on scientific production, which often has been the subject of criticism by many scholars (ALMEIDA, PIMENTA, 2009; EZCURRA, 2007)
Summary
Enade), this research aimed to investigate the relations between student performance and teacher qualification. This paper aims to examine the effect of teacher qualification on student performance through the following research question: what is the relationship between student performance and teacher qualification in undergraduate Brazilian. The purpose of this research was to investigate the relationship between student performance and teacher qualification in Brazilian undergraduate Accounting Sciences courses, supposing the need for three types of qualification for the professor who teaches Accounting:. Since the aim of this study was to investigate teaching qualifications Accounting
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