Teacher Quality and Mathematics Performance in Primary Schools in Kenya

Autor/in	Barasa, Laura
Titel	Teacher Quality and Mathematics Performance in Primary Schools in Kenya
Quelle	In: African Journal of Research in Mathematics, Science and Technology Education, 24 (2020) 1, S.53-64 (12 Seiten) PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Barasa, Laura)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1029-8457
DOI	10.1080/18117295.2020.1734164
Schlagwörter	Foreign Countries; Teacher Competencies; Mathematics Achievement; Elementary School Students; Grade 4; Rural Schools; Urban Schools; Teacher Characteristics; Teacher Qualifications; Preservice Teacher Education; Faculty Development; Teaching Methods; Rural Urban Differences; Teacher Effectiveness; Correlation; Elementary School Teachers; Classroom Techniques; Kenya + Suchen Sie Ihr Suchwort? Ausland; Lehrkunst; Mathmatics sikills; Mathmatics achievement; Mathematical ability; Mathematische Kompetenz; School year 04; 4. Schuljahr; Schuljahr 04; Rural area; Rural areas; School; Schools; Ländlicher Raum; Schule; Schulen; Urban area; Urban areas; Stadtregion; Stadt; Lehrqualifikation; Lehramtsstudiengang; Lehrerausbildung; Teaching method; Lehrmethode; Unterrichtsmethode; Stadt-Land-Beziehung; Effectiveness of teaching; Instructional effectiveness; Lehrerleistung; Unterrichtserfolg; Korrelation; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Klassenführung; Kenia
Abstract	This study examines the relationship between teacher quality and student achievement in Mathematics among Grade 4 pupils located in 91 urban primary schools and 181 rural primary schools in Kenya. We hypothesise that teacher quality indicators including teacher characteristics, teacher qualification comprising initial teacher education and teacher professional development and teacher classroom practices are significantly associated with student achievement. Our analysis is based on data from the 2012 World Bank and African Economic Research Consortium Service Delivery Indicators. We test our hypotheses by means of a multilevel regression. We find that teacher quality indicators have significant effects on Mathematics achievement in Kenya. Different effects between urban and rural primary schools are observed. The findings of this study underscore the need for policy makers to focus on improving teacher quality by strengthening initial teacher preparation and in-service programmes. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01