Role of Teacher Quality and Working Conditions in TIMSS 2019 Mathematics Achievement

Autor/inn/en	Sezer, Elif; Cakan, Mehtap
Titel	Role of Teacher Quality and Working Conditions in TIMSS 2019 Mathematics Achievement
Quelle	In: Journal of Theoretical Educational Science, 15 (2022) 2, S.395-419 (25 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Zusatzinformation	ORCID (Sezer, Elif) ORCID (Cakan, Mehtap)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
Schlagwörter	Teacher Role; Teaching Conditions; Teacher Characteristics; Grade 4; Grade 8; Teacher Qualifications; Foreign Countries; Achievement Tests; Elementary Secondary Education; Mathematics Achievement; Mathematics Tests; International Assessment; Comparative Analysis; Teacher Attitudes; Teaching Methods; Correlation; Predictor Variables; Instructional Materials; Mathematics Instruction; Turkey; Trends in International Mathematics and Science Study + Suchen Sie Ihr Suchwort? Lehrerrolle; Lehrbedingungen; Unterrichtsbedingungen; School year 04; 4. Schuljahr; Schuljahr 04; School year 08; 8. Schuljahr; Schuljahr 08; Lehrqualifikation; Ausland; Achievement test; Achievement; Testing; Test; Tests; Leistungsbeurteilung; Leistungsüberprüfung; Leistung; Testdurchführung; Testen; Mathmatics sikills; Mathmatics achievement; Mathematical ability; Mathematische Kompetenz; Lehrerverhalten; Teaching method; Lehrmethode; Unterrichtsmethode; Korrelation; Prädiktor; Lehrmaterial; Lehrmittel; Unterrichtsmedien; Mathematics lessons; Mathematikunterricht; Türkei
Abstract	This correlative study examined the role of teacher qualities and working conditions in 4th- and 8th-grade Turkish students' mathematics achievement in TIMSS 2019. Teacher qualifications were defined based on the teacher questionnaire used in TIMSS 2019 and were discussed in three categories: personal characteristics, teacher qualifications, and teacher practices. Data were analyzed using multilevel regression analysis. According to the results, working conditions explained most of the variance in the achievement scores (49% in the 4th-grade and 40% in the 8th-grade), while teachers' characteristics explained the least variance (19% in the 4th-grade and 11% in the 8th-grade). Teacher qualifications explained about one-third of the between-schools variance (35% in the 4th-grade and 26% in the 8th-grade). Teacher practices explained the one-fifth of the between-schools variance (23% in the 4th-grade and 27% in the 8th-grade). Some variables had a high correlation with TIMSS achievement in 4th and 8th-grade, such as teachers' age, experience, teaching limited by students not ready for instruction, and parental pressure on teachers. Other significant predictors were having a major in education and mathematics, bringing interesting materials to class, using long-term assessment projects, having too many administrative tasks, and the number of students in the class. (As Provided).
Anmerkungen	Afyon Kocatepe University. ANS Kampusu, Egitim Fakultesi, Merkez, Afyonkarahisar 03200, Turkey. Tel: +90-272-2181740; Fax: +90-272-2281418; e-mail: editorkebd@gmail.com; Web site: https://dergipark.org.tr/en/pub/akukeg
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01