Teacher Characteristics and Student Performance: An Analysis Using Hierarchical Linear Modelling

Autor/in	Armstrong, Paula
Titel	Teacher Characteristics and Student Performance: An Analysis Using Hierarchical Linear Modelling
Quelle	In: South African Journal of Childhood Education, 5 (2015) 2, S.123-145 (23 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2223-7674
Schlagwörter	Foreign Countries; Teacher Characteristics; Academic Achievement; Hierarchical Linear Modeling; Correlation; Demography; Gender Differences; Age Differences; Teacher Background; Teaching Experience; Student Characteristics; Socioeconomic Status; Mathematics Achievement; Teacher Education; South Africa; Kenya; Botswana; Lesotho; Malawi; Mauritius; Mozambique; Namibia; Seychelles; Swaziland; Tanzania; Uganda; Zambia; Zimbabwe + Suchen Sie Ihr Suchwort? Ausland; Schulleistung; Korrelation; Demografie; Geschlechterkonflikt; Age; Difference; Age difference; Altersunterschied; Socio-economic status; Sozioökonomischer Status; Mathmatics sikills; Mathmatics achievement; Mathematical ability; Mathematische Kompetenz; Lehrerausbildung; Lehrerbildung; Südafrika; Süd-Afrika; Republik Südafrika; Südafrikanische Republik; Kenia; Mosambik; Seychellen; Tansania; Sambia; Simbabwe
Abstract	This research makes use of hierarchical linear modelling to investigate which teacher characteristics are significantly associated with student performance. Using data from the SACMEQ III study of 2007, an interesting and potentially important finding is that younger teachers are better able to improve the mean mathematics performance of their students. Furthermore, younger teachers themselves perform better on subject tests than do their older counterparts. Identical models are run for sub-Saharan countries bordering on South Africa and for Kenya, and the strong relationship between teacher age and student performance is not observed. Similarly, the model is run for South Africa using data from SACMEQ II (conducted in 2002), and the relationship between teacher age and student performance is also not observed. It must be noted that South African teachers were not tested in SACMEQ II, hence it was not possible to observe differences in subject knowledge amongst teachers in different cohorts and it was also not possible to control for teachers' level of subject knowledge when observing the relationship between teacher age and student performance. Changes in teacher education in the late 1990s and early 2000s may explain the difference observed in the later data set in the performance of younger teachers relative to their older counterparts. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01