Researching the Association between Teachers and School Outcomes (Based on TALIS Data and Lower Secondary School Examination Results)

• Authors: Rafał Piwowarski

Abstracts

EN

The purpose of this paper is to identify potential links between information about teachers and the academic achievement of schools. Data regarding teachers, collected by TALIS (Teaching and Learning International Survey), is analysed simultaneously with school examination scores. There are some general considerations and conclusions based mostly on the analysis of linear regression coefficients. As the presented relations apply to averaged school characteristics rather than individual characteristics of teachers or students, they should be interpreted with caution, mainly as statistical ones. ‘Teacher’ data from schools do not differ much and do not provide firm grounds for the identification of relations between them and the lower secondary school examination scores- which vary considerably. We should investigate the teacher and student level rather than use averaged school characteristics.

Keywords

EN

TALIS; teacher qualities; school examination results

• Publisher: Wydawnictwo Adam Marszałek
• Journal: The New Educational Review
• Year: 2013
• Volume: 34
• Pages: 258-269

Dates

published

2013

Contributors

author

Rafał Piwowarski

• University of Bialystok

References

• Creating Effective Teaching and Learning Environments: First Results from TALIS (2009). Paris: OECD.
• Dolata, R. (ed.) (2007). Edukacyjna Wartość Dodana jako Metoda Oceny Efektywności Nauczania. Warsaw: Central Examination Commission.
• Karpiński, Z. (2011). Analiza statystyczna wyników TALIS i egzaminu gimnazjalnego. Warsaw: Institute of Educational Research.
• Piwowarski, R. (2010), Preconditions for Effective Teaching (In the Light of Data from the TALIS 2008 Project – Polish Perspective). The New Educational Review 2010, vol.22, No. 3–4.
• Piwowarski, R., Krawczyk, M. (2009). Talis. Nauczanie – wyniki badań 2008. Polska na tle międzynarodowym. Warsaw: Ministry of National Education, Institute of Educational Research.

Identifiers

DOI

10.15804/tner.13.34.4.21

Biblioteka Nauki

16530436