探讨小学教师素质对学生学业成绩的影响

Andreés Martin
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摘要

关于教师素质对学生学习成绩的影响,学者、政策制定者和从业者之间一直存在争论。这项定量描述性研究旨在确定教师素质对学生成绩的影响,以及教师素质与学生成绩之间的关系。学生的表现是通过数学和语言艺术的区域评估来衡量的。进行了一项调查,收集了教师的主要数据,并使用t检验、方差分析和皮尔逊相关系数(r)对这两组数据进行了分析,以检验学生表现与教师素质之间的表现差异和关系。研究结果显示,受过培训和未受过培训的教师、学位教师和非学位教师以及具有不同经验和专业发展时间的教师所教学生的学习成绩没有显著差异。教师素质变量的交互作用对学生表现没有实际影响,学生表现与教师素质变量经验和专业发展之间也没有显著关系。这对重组或推进教师专业发展、培训、认证和执照发放有影响。这项研究增加了该地区稀缺的文献,可以指导教师队伍规划、保留和招聘方面的政策制定。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
Exploring the impact of teacher quality on student academic achievement in primary schools
There has been debate among scholars, policymakers, and practitioners regarding the effects of teacher quality on students' academic performance. This quantitative descriptive study seeks to determine the impact of teacher quality on students' performance and the relationship between teacher quality and student performance. Student performance was measured using regional assessments in mathematics and language arts. A survey was conducted to collect primary data from teachers, and both sets of data were analyzed using the t-test, ANOVA, and Pearson’s correlation coefficient (r) to test for performance differences and relationships between student performance and teacher quality. The findings revealed no significant differences in the academic performances among students taught by trained and untrained teachers, degree and non-degree teachers, and teachers with varying years of experience and hours of professional development. The interactions of the teacher quality variables had no practical effect on student performance, and there were no significant relationships between student performance and the teacher quality variables of experience and professional development. There are implications for reorganizing or advancing teacher professional development, training, certification and licensing. The study adds to the scarce literature in the region and can guide policy development in teacher workforce planning, retention, and hiring.
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