How does teacher effectiveness influence school performance?: A comparative research study on public schools in Nepal, Bahrain, and USA

• In Event: Transforming Education: Korea's Vocational and Global Citizenship Education, and Gender-Specific International Policy Reforms

Proposal

Teachers have historically played a critical role in shaping student learning as their effectiveness directly impacts classroom engagement and the success of educational institutions' success. Key factors influencing teacher effectiveness include their interest in the subject matter, the adequacy of their professional preparation, and their job satisfaction. Additionally, technology integration has become a vital component of teaching effectiveness in the digital age. Teachers are now expected to incorporate digital tools into their practices, making technological proficiency an important aspect of their professional self-perception. As schools increasingly rely on digital education, understanding how teachers’ perceptions—regarding interest, preparation, satisfaction, and technology—affect their effectiveness becomes an essential lens for understanding varying school performances within public schools. This paper aims to critically analyze, understand, and explore the intersection of teacher effectiveness and school performance in three demographically and culturally distinct contexts: Bahrain, Nepal, and USA. All nations grapple with challenges and opportunities unique to their education systems- Bahrain focuses on improving public school performance through systematic evaluations, Nepal grapples with issues of internet accessibility and disparities in education, and the USA addresses the integration of technology amidst diverse and complex educational environments.
In Bahrain, the Education and Quality Authority annually evaluates public schools, categorizing them on a Likert scale- outstanding, good, satisfactory, or inadequate. This system provides a structured framework for assessing school performance, with a focus on both teaching methods and organizational factors. Our research will build on this by surveying and interviewing teachers from schools falling into the 4 categories in Bahrain or of similar levels in Nepal and the USA to understand teacher’s self-perceptions (interest, preparation, satisfaction) and their effectiveness through the use of technology on student learning ultimately providing an overview of overall school performance.
To explore teachers’ effectiveness and school performance we will conduct a mixed-methods study. This approach will involve surveying teachers in selected schools in Bahrain, Nepal, and the USA to collect quantitative data on their interest, preparation, satisfaction, and technology integration. Additionally, we will conduct semi-structured interviews with educators and stakeholders to gather qualitative insights. We will further combine these methods with the analysis of existing literature, and government and international reports.

Authors

• Sara Husain Nasaif, Stanford University

• Pariksha Onta, Graduate School of Education