Relationship between Students' Perceptions of Teacher Effectiveness and Student Achievement at Secondary School Level

Autor/in	Akram, Muhammad
Titel	Relationship between Students' Perceptions of Teacher Effectiveness and Student Achievement at Secondary School Level
Quelle	In: Bulletin of Education and Research, 41 (2019) 2, S.93-108 (16 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0555-7747
Schlagwörter	Student Attitudes; Teacher Effectiveness; Academic Achievement; High School Students; Gender Differences; English (Second Language); Mathematics; High School Teachers; Foreign Countries; Pakistan + Suchen Sie Ihr Suchwort? Schülerverhalten; Effectiveness of teaching; Instructional effectiveness; Lehrerleistung; Unterrichtserfolg; Schulleistung; High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; Geschlechterkonflikt; English as second language; English; Second Language; Englisch als Zweitsprache; Mathematik; Teacher; Teachers; Lehrer; Lehrerin; Lehrende; Ausland
Abstract	Teacher effectiveness is a process of measuring teaching quality based on quality indicators. High quality teachers are required to demonstrate frequent performance on quality indicators. The purpose of this study was to measure the relationship between teacher effectiveness score and student achievement at secondary school level. Using the multistage sampling technique, 40 high schools (20 male and 20 female) were selected as strata. Later, all 2000 students of grade 9 of these 40 schools in District Okara were sampled. A School Teacher Effectiveness Questionnaire (STEQ) Developed and validated by Akram (2018) was adopted for this study to measure teacher effectiveness. The STEQ was found to be highly reliable (a=.88). Student achievement scores in English and Mathematics of these students were also collected from respective schools. Pearson correlation was used to measure the relationship between teacher effectiveness and student achievement. The study found moderate positive significant relationship between teacher effectiveness score and student achievement. Learning environment demonstrated highest relationship with student achievement in English and Mathematics, followed by effective communication. Multiple regression analysis revealed that 32 percent of variance in student achievement in English and 12 percent of variance in student achievement in Mathematics was explained by teacher effectiveness scores. Further, male and female students did not significantly differ on their perceptions of their teachers' effectiveness. The study provides evidence of validity and reliability of STEQ leading the idea that secondary school students can validly measure teacher effectiveness scores. Limitation includes private tuition that can contribute to student achievement. The study implied that student ratings can be used as a supplement data source of measuring teacher quality. (As Provided).
Anmerkungen	Institute of Education and Research. University of the Punjab Quaid-i-Azam Campus, Lahore, 54590 Pakistan. e-mail: ber.ier@pu.edu.pk; Web site: http://pu.edu.pk/home/journal/32
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01