Singapore’s School Excellence Model and student learning: evidence from PISA 2012 and TALIS 2013

ABSTRACT

This study examines the relationship between key elements of the School Excellence Model (SEM) and student achievement in reading, mathematics and science as measured by the Programme for International Student Assessment (PISA) 2012 and the Teaching and Learning International Survey (TALIS) 2013, using a sample of 166 schools in Singapore. Strategies, quality and resources are identified as school-level dimensions commonly involved in the SEM to select variables in PISA 2012 and TALIS 2013. A multilevel data analysis was conducted using hierarchical linear modelling. The results indicate that a triangulated school strategy focused on strengthening teacher participation, principal commitment and school responsibility has significant relationships with student performance. In particular, teachers’ instructional improvement contributed to student achievement, while teacher ratio to support teaching staff accounts for the largest variance in student achievement. Finally, school extra-curricular activities promote well-rounded student development that enhances learning achievement. Findings highlight the importance of school-based accountability that empowers teachers, in building school capacity for student achievement.

KEYWORDS:

• School excellence model
• Singapore
• student learning
• PISA2012
• TALIS2013

Disclosure statement

No potential conflict of interest was reported by the authors.

Additional information

Funding

This work was supported by the International Joint Research Project of Faculty of Education, Beijing Normal University [2019];Key Research Institute of Humanities and Social Sciences in Universities, Ministry of Education, China [15JJD880006].

Notes on contributors

Jiali Huang

Jiali Huang is professor at the College of Teacher Education at National Taiwan Normal University, Taiwan. Her researches focus on teacher education, teacher professionalism and sociology of education.

Yipeng Tang

Yipeng Tang is associate professor at the College of Education, Capital Normal University. His research interests include educational policy, student development and teacher well-being.

Wenjie He

Wenjie He is a doctoral student at the Center for Teacher Education Research, Beijing Normal University. Her research interests focus on teacher education and student learning.

Qiong Li

Qiong Li is professor of education at the Center for Teacher Education Research, Beijing Normal University. Her research interests focus on teacher education, professional development and teachers’ work and lives.