教师兼职行政职务是否影响学生成绩?来自随机分配班级的准实验证据

IF 2.8 3区 教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH
Chen Feng , Yue-Guang Gao , An-Zhuo Liu , Yao Zhang
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引用次数: 0

摘要

在中小学,教师往往既负责教学又负责管理,但对学生成绩的影响却没有得到足够的重视。本文通过随机分配班级的准实验,考察了教师行政任务责任对学生成绩的影响。结果发现,兼职行政职务使学生的学习成绩降低了约0.83个标准差,并且这种影响在高级行政职务中更为明显。此外,我们发现这些影响主要出现在数学科目上,并且男生和本地学生对这些影响更敏感。主要原因是兼职行政职位减少了教师的常规教学活动和与学生交流的时间。本文不仅对教师特征与学生表现的研究文献有所贡献,也为相关的教师管理政策提供了见解。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
Do part-time administrative positions of teachers affect student achievements? Evidence from a randomly assigned classes quasi-experiment
Teachers are often responsible for both teaching and administration in primary and secondary schools, but the effects on student achievements have not received enough attention. This paper examines how teachers’ responsibilities for administrative tasks affect student achievements based on a randomly assigned classes quasi-experiment. The results find that part-time administrative positions lower student achievements by about 0.83 standard deviations, and these effects are more pronounced for higher level administrative positions. Moreover, we find that these effects may be seen mainly in the mathematical subjects, and male and local students are more sensitive to them. The main reason is that part-time administrative positions reduce teachers’ regular teaching activities and time to communicate with students. This paper not only contributes to the literature on teacher characteristics and student performance, but also provides insights into relevant teacher administration policies.
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来源期刊
International Journal of Educational Development
International Journal of Educational Development EDUCATION & EDUCATIONAL RESEARCH-
CiteScore
4.20
自引率
12.00%
发文量
106
审稿时长
40 days
期刊介绍: The purpose of the International Journal of Educational Development is to foster critical debate about the role that education plays in development. IJED seeks both to develop new theoretical insights into the education-development relationship and new understandings of the extent and nature of educational change in diverse settings. It stresses the importance of understanding the interplay of local, national, regional and global contexts and dynamics in shaping education and development. Orthodox notions of development as being about growth, industrialisation or poverty reduction are increasingly questioned. There are competing accounts that stress the human dimensions of development.
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