Associations between teacher quality, instructional quality and student reading outcomes in Nordic PIRLS 2016 data

Abstract

Progress in International Reading Literacy Study (PIRLS) focuses on the reading proficiency of students mostly in the fourth year of schooling. A wide selection of studies has shown that family background and early literacy activities at home have substantial associations with student achievement in reading literacy. However, research focusing on teacher qualities and teaching processes is inadequate. In this study, we focus on associations of teacher quality (formal qualifications and professional identity) and instructional quality (classroom management, cognitive activation and teacher support) with cognitive and affective-motivational student outcomes (variables Reading Achievement, Students Confident in Reading, and Students Like Reading). We analyzed PIRLS 2016 data from four Nordic countries (Denmark, Finland, Norway, and Sweden), consisting altogether of 923 teachers and 17,161 students. Using path analysis, we considered selected background variables from teacher and student questionnaires in relation to the outcomes. Overall, the associations of student outcomes with teacher quality and instruction quality were found to be weak in all the countries, and there was little variation between the countries. The strongest association observed in all countries was the positive relation between Teacher Support Perceived by Students and Students Like Reading. Further, a positive Working Atmosphere in the Classroom tended to promote Reading Achievement and Students Confident in Reading. Teacher’s Specialization in reading and the language of the test was positively associated with Teacher’s Self-Efficacy in teaching reading, which in turn was related to measures of instructional quality. The implications for practice are discussed.

Widening Teachers' Reading Repertoires: Moving beyond a Popular Childhood Canon

“…The authors of this OECD data analysis suggest that literary language encourages deep reading and sustained engagement which lead to enhanced reading skills. This aligns with a study of Finnish 10‐year‐olds, that shows recreational fiction reading (compared to reading comics, magazines, and newspapers) more effectively supports comprehension (Leino et al., 2017). Research additionally indicates that literature contributes to enhanced knowledge and language skills (Mar & Rain, 2015), prompts personal resonances (Kuzmičová & Cremin, 2021), is associated with well‐being (Clark & Teravainen‐Goff, 2018), and is perceived to be a potent tool to help address educational inequities (Simpson & Cremin, 2022).…”

Leveraging large-scale assessments for effective and equitable school practices: the case of the nordic countries

“…1 ), there are substantial similarities in the factors that are relevant for effective and equitable school practices. One such factor is the critical role of teachers in providing a supportive learning environment and high-quality instruction (Leino et al, 2022 ; Nilsen et al, 2022 ; Rohatgi et al, 2022 ; Siebecke & Jarl, 2022 ). Teachers and their instruction are crucial for student outcomes and have the potential to reduce gaps in educational outcomes among different groups of students.…”

“…Another recurring finding in this special issue is related to the importance of considering students’ non-cognitive outcomes, such as self-concept, motivation, and attitude, in promoting educational equity (Leino et al, 2022 ; Nilsen et al, 2022 ; Yang Hansen et al, 2022 ). Non-cognitive learning outcomes are crucial because students with high motivation, strong self-concept, or positive attitudes towards learning are more likely to engage in learning activities and achieve academic success (Leino et al, 2022 ; Nilsen et al, 2022 ). However, students in high-achieving schools may develop lower self-concepts as they compare themselves to high-achieving peers (Yang Hansen et al, 2022 ).…”

“…B − TIMSS 2019 Pop. B ✓ Studying link between school climate and student motivation with decline in student mathematics achievement Mediation structural equation modelling with trend design Siebecke and Jarl ( 2022 ) − PISA 2000 − PISA 2003 − PISA 2006 − PISA 2009 − PISA 2012 − PISA 2015 − PISA 2018 ✓ Identifying resilient schools in Sweden and whether material well-being at schools can compensate for socioeconomic disadvantages The Kruskal-Wallis one-way ANOVA on ranks and pairwise comparison Leino et al ( 2022 ) PIRLS 2016 ✓ ✓ ✓ ✓ Examining the associations among teacher quality and instructional quality with cognitive and affective-motivational student outcomes Structural equation modelling Costa and Chen ( 2023 ) PISA 2012 ✓ ✓ ✓ Demonstrating the potential of examining process data from large-scale assessment to gain a deeper understanding of student performance Latent regression modelling …”

“…In their study using PIRLS 2016 data, Leino et al ( 2022 ) identified significant but weak associations between teacher quality and instructional quality with student cognitive and affective-motivational outcomes in reading. Additionally, the strength of these associations slightly varied between the Nordic countries.…”