The Role of Teacher Quality in Shaping the Relationship Between School Autonomy and Educational Equity

• In Event: 77.012 - International Perspectives on Teacher Effectiveness and Quality

Abstract

The purpose of this study was to investigate how the impact of school autonomy on educational equity varies depending on the country-specific teacher quality. This study constructed a 53-country panel dataset from the four waves of PISA collected from 2006 to 2015. The results of this study showed that a within-country increase in the degree of school autonomy negatively affects educational equity, which is defined as the relationship between the students’ SES and their math achievement scores. In addition, in countries with higher teacher quality, the effect of school autonomy, which accentuates the positive relationship between the students’ SES and their math achievement scores, decreases. This study suggests the need for highly qualified teachers to accompany greater school autonomy.

Authors

• Jeon-Yi Lee, Hanyang University

• Joo-Ho Park, Hanyang University

• Hyojune Song, Hanyang University