Investigating differential teacher effectiveness: searching for the impact of classroom context factors

ABSTRACT

This study investigates differential effectiveness of teacher behaviour in relation to classroom composition by searching for the extent to which teachers exhibit the same teaching skills when they teach mathematics in different classrooms within a school year. Twenty-six teachers who taught mathematics in more than one classroom of the same age group of students participated in this study. Quality of teaching was measured through external observations and student questionnaires. Student achievement in mathematics at the beginning and at the end of the school year was measured. Data about each teacher factor of the dynamic model but orientation and dealing with student misbehaviour were generalizable at the teacher level. Multilevel structural equation modelling analysis revealed that all teacher factors had an effect on student achievement. Prior achievement (aggregated at classroom level) had an effect on the functioning of two factors (orientation and dealing with misbehaviour). Implications of findings are drawn.

KEYWORDS:

• Educational effectiveness research
• differential teacher effectiveness
• quality of teaching
• teacher evaluation
• multilevel structural equation modelling

Disclosure statement

No potential conflict of interest was reported by the authors.

Additional information

Notes on contributors

Elena Kokkinou

Elena Kokkinou is a postdoctoral researcher at the Department of Education of the University of Cyprus. She has participated in several international projects on educational effectiveness and school improvement. Her research interests lie in the area of educational effectiveness. She is interested in examining the classroom context effect on teaching skills.

Leonidas Kyriakides

Leonidas Kyriakides is Professor of Educational Research and Evaluation at the Department of Education of the University of Cyprus. His main research interests are in the area of school effectiveness and school improvement and especially in modelling the dynamic nature of educational effectiveness and in using research to promote quality and equity in education. Leonidas acted as chair of the EARLI SIG on Educational Effectiveness and as chair of the AERA SIG on School Effectiveness and Improvement.