Title: The Impact of Teacher Characteristics on Standardized Student Achievement in Mathematics in Fourth Grade Through Eighth Grade: A Systematic Review
Stream: Educational Policy, Leadership, Management & Administration
Presentation Type: Oral Presentation
Ahmad Abotalib, University of Glasgow, United Kingdom
Several studied examined the impact of teacher characteristics on student achievement. The proliferation of these studies is consistent with teachers being a fundamental element in the education process. However, the findings of these studies show inconsistency regarding the characteristics that drive teacher effectiveness. One possible explanation of the variations of the impact of teacher characteristics on student achievement reported in the literature may be due to the fact that numerous studies and reviews compiled results across different subjects and grades. Therefore, conducting a systematic review on more specific terms may help to identify the most effective teacher characteristics influencing student achievement and to understand the causes of discrepancies in the results of previous studies. Several Criteria have been identified to ensure the quality of studies that will be collected to examine the impact of teacher characteristics on student achievement. Two different sources have been identified to collect these studies, which include previous reviews and electronic databases. The total number of studies included in this systematic review is 34.
The results show that narrowing down the field of study by focusing only on mathematics in 4th to 8th grade produces consistency in some of the examined teacher characteristics. Teachers’ test scores show positive and significant effect. Also, there is either no impact or small negative impact of having a master’s degree, relative to having a bachelor’s degree. Furthermore, the findings from same-gender effect show that male students do not benefit from having a male teacher, relative to having a female teacher.
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