Teacher Characteristics and Student Achievement Gains: A Review

Abstract

A large body of studies exists that examines the relationship between student achievement gains and the characteristics of teachers. To help policymakers and researchers use and build on this body of studies, this article reviews the studies systematically and synthesizes their results with deliberate consideration of each study’s qualities. Determinate relationships are described for four categories of teacher characteristics: college ratings, test scores, degrees and coursework, and certification status. The review details the implications of these relationships in light of study limitations and proposes directions for future research.

THEY ARE TRAINED TO TEACH, BUT HOW CONFIDENT ARE THEY? A STUDY OF STUDENT TEACHERS’ SENSE OF EFFICACY

“…A cross-sectional analysis of the 2003 Trends in International Mathematics and Science Study data across 46 countries showed that countries with better quality teachers produced higher mathematics achievement compared to those with poor quality teachers (Akiba et al, 2007). Numerous studies on teacher quality (Darling-Hammond and Youngs, 2002;Rice, 2003;Wayne and Youngs, 2003) have been reported and most of these studies focused on teacher certification, subject-matter knowledge, pedagogical knowledge and teaching experience, since these qualities of teachers are associated with high student achievement. Recognizing the importance of teacher quality, Cohen-Vogel (2005) noted that teachers' improvement has been the major focus of educational reforms in the past 50 years.…”

The Relationship between Iranian EFL Teachers’ Critical Thinking Skills, Their EQ and Their Students’ Engagement in the Task

“…Wayne and Youngs (2003) examined the characteristics of effective teachers that are interrelated to student effectiveness. Cruickshank, Jenkins and Metcalf (2003) believe that caring, supportive, knowledgeable teachers can effectively help students to learn.…”

Relationships between Teaching Professional Rank, Course Taking, Teaching Experience and Knowledge of Algebra for Teaching

“…Traditionally, the level of education and years of teaching have been used as main indicators of teachers' knowledge and competence (Wayne & Youngs, 2003). Studies have found that high school students who were taught by a teacher with a degree in mathematics outperformed their counterparts taught by a teacher without a mathematics degree (Goldhaber & Brewer, 2000;Wayne & Youngs, 2003).…”

“…Studies have found that high school students who were taught by a teacher with a degree in mathematics outperformed their counterparts taught by a teacher without a mathematics degree (Goldhaber & Brewer, 2000;Wayne & Youngs, 2003). The number of courses in mathematics and mathematics education the teachers took had a positive correlation to their students' achievement in mathematics at the secondary school level (Monk & King, 1994).…”