The Effect of Working Conditions on Teacher Effectiveness: Value-Added Scores and Student Satisfaction in Teaching

• In Event: Leadership Capacity, Professional Learning, and Organizational Conditions That Support Instruction

Abstract

The purpose of this study is to better understand how teacher effectiveness as measured by value-added scores and student satisfaction with teaching are influenced by working conditions. The data are derived from the 2009-2010 Teacher Working Condition Survey and Student Perception Survey in the Measures of Effective Teaching (MET) Project. Using the structural equation modeling and other related methods, several models of teacher effectiveness were estimated. The findings indicate that among the examined working condition factors, instruction related support and student conduct management have significant effect on teachers’ value-added scores. This study will contribute to a better understanding of the effects of working conditions on student learning and has implications for overall school improvement.

Authors

• Yincheng Ye, Virginia Polytechnic Institute and State University

• Kusum Singh, Virginia Polytechnic Institute and State University

• Xuejing Duan, Virginia Polytechnic Institute and State University