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Measuring the teacher effect on academic achievement

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Bibliographic Details
Title: Measuring the teacher effect on academic achievement
Authors: Koniewski, Maciej
Contributors: Górniak, Jarosław
Subject Terms: Maslach Burnout Inventory – Educators Survey (MBI-ES), socjologia edukacji, student achievement drivers, confirmatory factor analysis (CFA), teacher effect, hierarchical linear modeling (HLM), efekt nauczyciela, Teacher Self-Efficacy Scale (TSES), self-efficacy, stymulanty osiągnięć szkolnych, sociology of education, job burnout
Description: This is an introductory paper to three journal articles which make the core of my doctoral thesis. It sets a context for these three articles and provides an overview of the most crucial individual (students' self-efficacy beliefs and motivation), family (parental support), and school-level (peer effect) student achievement drivers. As teachers interact with all these factors, they play a central role in the mechanism of boosting student achievement. From the perspective of this overview and my own analyses, I concluded that neither teachers' characteristics nor their teaching practices are strong teacher effectiveness predictors. It is more likely influenced by psychological constructs, which present certain challenges to be accurately measured. The series of three articles was devoted to establishing the degree that teacher effectiveness varies across classes in Polish schools as well as provide sound insights into the factorial structure of teachers' self-efficacy beliefs and job burnout. Together, these are considered as important psychological constructs which shape the mechanism of teachers' influence on student achievement.
Document Type: Doctoral thesis
Language: English
Access URL: https://ruj.uj.edu.pl/xmlui/handle/item/293112
Accession Number: edsair.dedup.wf.002..e2d048c427d13ef9072bc12159f763e4
Database: OpenAIRE
Description
Abstract:This is an introductory paper to three journal articles which make the core of my doctoral thesis. It sets a context for these three articles and provides an overview of the most crucial individual (students' self-efficacy beliefs and motivation), family (parental support), and school-level (peer effect) student achievement drivers. As teachers interact with all these factors, they play a central role in the mechanism of boosting student achievement. From the perspective of this overview and my own analyses, I concluded that neither teachers' characteristics nor their teaching practices are strong teacher effectiveness predictors. It is more likely influenced by psychological constructs, which present certain challenges to be accurately measured. The series of three articles was devoted to establishing the degree that teacher effectiveness varies across classes in Polish schools as well as provide sound insights into the factorial structure of teachers' self-efficacy beliefs and job burnout. Together, these are considered as important psychological constructs which shape the mechanism of teachers' influence on student achievement.