Investigating Differential Teacher Effectiveness: Searching for the Impact of School Factors

• In Event: Learning and Teaching: Exploring Preparation, Mentorship, and Partnership for School Effectiveness

Abstract

This study investigates differential teacher effectiveness in relation to school composition by searching for the extent to which teachers exhibit the same teaching skills when they teach mathematics in different schools. 25 teachers who taught mathematics in more than one lower secondary schools participated in this study. Student achievement in mathematics at the beginning and end of the school year 2023-24 was measured. Quality of teaching was measured through student questionnaires. Teacher questionnaires were used to measure the school policy on improving teaching and the school learning environment. Multilevel structural equation modelling analysis revealed that all teacher factors had direct effects on student achievement. School factors had both direct and indirect effects on student achievement. Implications of findings are drawn.

Authors

• Leonidas Kyriakides, University of Cyprus

• Demos Michael, University of Cyprus

• Ioannis Ioannou, Cyprus Ministry of Education, Culture, Sport and Youth

• Evi Charalambous, University of Cyprus