09 SES 06 A, The Relations Between Teacher Quality, Instructional Quality and Student Outcome And Their Roles In The Context Of School Climate
As stated in the introduction for this symposium, research broadly supports that teacher quality (TQ) and instructional quality (InQua) are positively related with a range of educational outcomes (e.g. Kyriakides, Creemers, & Antoniou, 2013; Seidel & Shavelson, 2007). In this presentation data from the 4th grade sample from the TIMSS 2011 study is used to analyse a structural equation model where the effect of TQ on students’ mathematics achievement is hypothesised to be partly mediated by InQua. Such mediation models have been studied elsewhere, but usually within the context of a single educational system (e.g. Baumert et al., 2010). However, whether or not this structural relationship can be summarized in a universal model across a broader set of educational contexts is an open question. The sample included 205,515 students from 47 countries nested in 10,059 classrooms and teachers with an average classroom size of 20.4 students. A two-level multi-group structural equation model was fitted controlling for gender and SES at the student level. The model fit was entirely satisfactory for the pooled model (RMSEA=.00, CFI=.97, TFI=.97). The fit across countries varied, but given the rather small samples the fit was considered acceptable in most countries. The results clearly supported that both InQua and mathematics achievement were significantly related to several aspects of TQ. Furthermore, cultural patterns emerged in that some characteristics were more relevant for some groups of countries than for others. The pooled model using the data from all countries revealed that participation in professional development activities (PD) and teachers’ sense of preparedness (TP) were the strongest predictors of InQua, and this was replicated to a large extent across countries. TP also had a significant but relatively lower direct effect on achievement. Teachers’ experience was also in the pooled model significantly related to InQua and mathematics achievement, although with more moderate effect sizes and with less consistency across countries. Overall, teachers’ educational level and degree of specialisation in mathematics did not matter for InQua, but had a small direct effect on students’ achievement across countries. Across all countries, mathematics achievement of students at grade 4 was not predicted by InQua and within countries the predictor had a significant effect in only three countries. Correspondingly, the mediation effect of InQua was negligible so that this hypothesis has to be rejected based on the data from TIMSS 2011.
Baumert, J., Kunter, M., Blum, W., Brunner, M., Voss, T., Jordan, A., et al. (2010). Teachers’ mathematical knowledge, cognitive activation in the classroom, and student progress. American Educational Research Journal, 47, 133-180 Creemers, B., Kyriakides, L., & Antoniou, P. (Eds.). (2013). Teacher Professional Development for Improving Quality of Teaching. Dordrecht: Springer. Seidel, T., & Shavelson, R. J. (2007). Teaching Effectiveness Research in the Past Decade: The Role of Theory and Research Design in Disentangling Meta-Analysis Results. Review of Educational Research, 77(4), 454-499.
00. Central Events (Keynotes, EERA-Panel, EERJ Round Table, Invited Sessions)
Network 1. Continuing Professional Development: Learning for Individuals, Leaders, and Organisations
Network 2. Vocational Education and Training (VETNET)
Network 3. Curriculum Innovation
Network 4. Inclusive Education
Network 5. Children and Youth at Risk and Urban Education
Network 6. Open Learning: Media, Environments and Cultures
Network 7. Social Justice and Intercultural Education
Network 8. Research on Health Education
Network 9. Assessment, Evaluation, Testing and Measurement
Network 10. Teacher Education Research
Network 11. Educational Effectiveness and Quality Assurance
Network 12. LISnet - Library and Information Science Network
Network 13. Philosophy of Education
Network 14. Communities, Families and Schooling in Educational Research
Network 15. Research Partnerships in Education
Network 16. ICT in Education and Training
Network 17. Histories of Education
Network 18. Research in Sport Pedagogy
Network 19. Ethnography
Network 20. Research in Innovative Intercultural Learning Environments
Network 22. Research in Higher Education
Network 23. Policy Studies and Politics of Education
Network 24. Mathematics Education Research
Network 25. Research on Children's Rights in Education
Network 26. Educational Leadership
Network 27. Didactics – Learning and Teaching
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