The Role of Teacher Characteristics for Student Achievement in Mathematics and Student Perceptions of Instructional Quality

Autor/inn/en	Toropova, Anna; Johansson, Stefan; Myrberg, Eva
Titel	The Role of Teacher Characteristics for Student Achievement in Mathematics and Student Perceptions of Instructional Quality
Quelle	In: Education Inquiry, 10 (2019) 4, S.275-299 (25 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Johansson, Stefan) ORCID (Myrberg, Eva)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2000-4508
DOI	10.1080/20004508.2019.1591844
Schlagwörter	Teacher Characteristics; Teacher Effectiveness; Mathematics Achievement; Student Attitudes; Middle School Teachers; Mathematics Teachers; Middle School Students; Grade 8; Foreign Countries; Achievement Tests; Elementary Secondary Education; International Assessment; Mathematics Tests; Teaching Experience; Self Efficacy; Teacher Attitudes; Beliefs; Student Evaluation of Teacher Performance; Instructional Effectiveness; Sweden; Trends in International Mathematics and Science Study + Suchen Sie Ihr Suchwort? Effectiveness of teaching; Instructional effectiveness; Lehrerleistung; Unterrichtserfolg; Mathmatics sikills; Mathmatics achievement; Mathematical ability; Mathematische Kompetenz; Schülerverhalten; Middle school; Middle schools; Teacher; Teachers; Mittelschule; Mittelstufenschule; Lehrer; Lehrerin; Lehrende; Mathematics; Mathematik; Student; Students; Schüler; Schülerin; School year 08; 8. Schuljahr; Schuljahr 08; Ausland; Achievement test; Achievement; Testing; Test; Tests; Leistungsbeurteilung; Leistungsüberprüfung; Leistung; Testdurchführung; Testen; Self-efficacy; Selbstwirksamkeit; Lehrerverhalten; Belief; Glaube; Schweden
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 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. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01