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Academic literature on the topic 'Teachers achievement'

Author: Grafiati

Published: 5 June 2025

Last updated: 1 August 2025

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Journal articles on the topic "Teachers achievement"

Abubakar, Abdulsatar Muktar. "The Influence of Teacher Incentives on Student Academic Achievement in Public Secondary Schools." American Journal of Arts and Human Science 3, no. 2 (2024): 1–9. http://dx.doi.org/10.54536/ajahs.v3i2.2528.

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The education sector, in general, faces challenges that suffer quite a lot in terms of quality of education services, curriculum, teacher motivation, and government role that influences school performance and student achievement. One important factor that influences school performance is how teachers get incentives, which makes them motivated and satisfied with their jobs and organization. Performance-based incentives for teachers have considerably attracted attention as a policy tool to improve student outcomes. Education departments intend to allocate large amounts of money as incentives for

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Happel, Tracie. "What Role does the Teachersâ€™ Union in Wisconsin have on Student Achievement?" New Trends and Issues Proceedings on Humanities and Social Sciences 2, no. 3 (2016): 34–38. http://dx.doi.org/10.18844/prosoc.v2i3.1054.

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Wisconsin has had mandated membership in its teacherâ€™s union for all public school teachers since 1959. In 2010, Wisconsinâ€™s teachersâ€™ unions have been under discussion when the new governor came into office and signed Act 10 into law, which allowed all public school teachers to have a choice in membership. Much debate, discussion and furor has surrounded this legislation. The purpose of this paper considers the impact the teacherâ€™s union has had on student achievement according to unionized and non-union teachers and the state standardized assessment.Keywords: Wisconsin; teacherâ€™s u

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Melchor, Peter John M., Emma O. Suana, and John Mark N. Saldivar. "On the Multidimensionality of Teachers’ Qualities, Personal Achievement, and their Role in Students’ Achievement in General Mathematics." International Journal of Scientific Research and Management (IJSRM) 13, no. 02 (2025): 3984–96. https://doi.org/10.18535/ijsrm/v13i02.el08.

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This study was conducted to develop a valid and reliable tool that can be used to measure teachers' qualities and create a robust ordinal logistic regression model that predicts students' achievement in General Mathematics based on teachers' qualities and achievements as independent variables. The statistical tools used were the Reliability Test, Exploratory Factor Analysis, and Ordinal Regression Analysis. The researcher interviewed ten experienced mathematics teachers and ten senior high school students who recently finished General Mathematics. Their responses were then converted to measura

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Al-Adwan, Samia Ali. "The File of Achievement and its Role in Developing the Performance of Teachers in the Directoate of Education of the Southern Shuna District." Jordanian Educational Journal 10, no. 1 (2025): 676–95. https://doi.org/10.46515/jaes.v10i1.1417.

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The study aimed to reveal the file of achievement and its role in developing the performance of teachers in the Directorate of Education of the Southern Shuna District. The study adopted the descriptive survey methodology. The sample size of the study was (566) teachers, and it was applied during the first semester of the school year (2023/2024). The data were collected using a questionnaire prepared for this purpose, and the results showed that there was a high value role for the file of achievement in developing the teacher's performance. The results also showed that there were statistically

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OZUDOGRU, Melike. "The Factors Predicting Pre-Service Teachers’ Achievement in Teacher Training Classrooms." Eurasian Journal of Educational Research 20, no. 87 (2020): 1–22. http://dx.doi.org/10.14689/ejer.2020.87.8.

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Fletcher, Heather, Amanda Krause, and Jane Davidson. "Examining How Voice Teachers Influence Student Achievement." Journal of Singing 79, no. 4 (2023): 445–56. http://dx.doi.org/10.53830/hhjh1114.

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While studies have defined voice teacher expertise, seldom have associations been made between voice teachers and their students’ performing achievements. This study investigated which characteristics and attributes of successful classical and music theatre voice teachers influence student success. A sample of 123 Australian voice teachers (77% females, 22% males, 1% non-binary), aged 26–78 years old (M=48.23), completed an online, quantitative survey examining teacher background, experience, and genre. Additionally, standardized, quantitative measures examined psychological components such as

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P, Ponnusamy, Deivam M, Santhamani B, and Pavithra P. "Effect of Prezi Based Presentations on Achievements of Pre-Service Teachers in Teacher Education Curriculum Contents." Indian Journal of Science and Technology 16, no. 16 (2023): 1187–91. https://doi.org/10.17485/IJST/v16i16.2114.

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Abstract Objectives: The main objective of study was to find out whether adopting Prezi-based presentations in the teacher education topic of Curriculum and School had any positive effects on pre-service teachers’ academic performance. Method: A single-group pre-test and post-test experimental design was used in the study to examine the effects of Prezi-based presentations in the classroom. The 90 pre-service teachers from the Department of Education at the Gandhigram Rural Institute (Deemed to be University), Dindigul, Tamil Nadu, India,

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Ybnu Taufan, Muhammad. "Professional Development of Teachers, Competencies, Educational Facilities and Infrastructure on Teacher Performance and Learning Achievement of High School Students in Makassar City." Golden Ratio of Social Science and Education 2, no. 1 (2022): 24–38. http://dx.doi.org/10.52970/grsse.v2i1.168.

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This study aims to analyze teacher professional development, competence, educational facilities, and infrastructure that affect teacher performance and high school student learning achievement. The population in this study was all teachers from five public high schools and five private high schools, with 183 teachers as samples. The analytical model used in this study is a structural equation model (SEM) using the AMOS program. The results showed that teacher professional development has no significant effect on the performance. Competence, educational facilities, infrastructure, and teacher p

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Isnaini, Muhammad Yusuf. "HUBUNGAN PERSEPSI SISWA TENTANG GURU BAHASA INDONESIA, MINAT BELAJAR, DAN MOTIVASI BELAJAR DENGAN PRESTASI BELAJAR SISWA DI MTsN SEMANU GUNUNGKIDUL." Diksi 27, no. 1 (2019): 56–64. http://dx.doi.org/10.21831/diksi.v27i1.26177.

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(Title: Perceptions About Indonesian Teachers, Learning Interests, and Learning Motivation with Student Learning Achievements in MTsN Semanu Gunungkidul). Teachers have a big role in fostering positive perceptions about Indonesian language learning. This positive perception will foster interest in students to learn Indonesian seriously. The purpose of this study was to analyze the relationship between students 'perceptions of Indonesian teachers, students' interests and motivations in learning Indonesian subject matter with the learning achievements of Gunungkidul's 3 MTsN students. The correl

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Stake, Robert E. "Teachers Conceptualizing Student Achievement." Teachers and Teaching 8, no. 3 (2002): 303–12. http://dx.doi.org/10.1080/135406002100000459.

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Dissertations / Theses on the topic "Teachers achievement"

Patrick, Angela Scott. "An examination of teacher workplace satisfaction and student achievement." Click here to access dissertation, 2007. http://www.georgiasouthern.edu/etd/archive/fall2007/angela_s_patrick/Patrick_Angela_S_200708_edd.pdf.

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Thesis (Ed.D.)--Georgia Southern University, 2007. "A dissertation submitted to the Graduate Faculty of Georgia Southern University in partial fulfillment of the requirements for the degree Doctor of Education." Education Administration, under the direction of Barbara Mallory. ETD. Electronic version approved: December 2007. Includes bibliographical references (p. 139-154) and appendices.

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Otto, Thomas B. "A case study the influence of the Pennsylvania High School Coaching Initiative on the change of teachers' instructional practices and student achievement /." Open access to IUP's electronic theses and dissertations, 2009. http://hdl.handle.net/2069/165.

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Burrell, David L. "Relationships Among Teachers' Efficacy, Teachers' Locus-of-control, and Student Achievement." Digital Commons @ East Tennessee State University, 1994. https://dc.etsu.edu/etd/2646.

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The purpose of this study was to determine if teacher effectiveness, as measured by value-added gain scores on student achievement, was related to the teacher personality characteristics of efficacy and locus of control. The value-added mean gain scores for each teacher were correlated with teachers' scores on the Rand Corporation Efficacy Scale and the Rose and Medway Teacher Locus of Control Scale. A multiple regression analysis was used to determine if these teacher characteristics along with selected demographic variables could be used as good predictors of achievement gain. The population

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Pace, Charyl L. "The experiences of alternately certified teachers with teacher mentoring, teacher effectiveness, and student achievement." ScholarWorks, 2010. https://scholarworks.waldenu.edu/dissertations/821.

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Alternately certified teachers (ACTs) are teachers who receive teacher training in an accelerated program provided by alternate certification programs (ACPs). Induction/mentoring programs are provided to ACTs as a source of additional training. The purpose of this qualitative case study was to examine ACTs' perceptions of their effectiveness as teachers in relation to their students' achievement and the support provided to them as new teachers by their induction/mentoring training. The research question explored if there was a relationship between the amount of support provided to the ACTs fro

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Williams, Brenielle. "Middle School Teachers' Perceptions About Reading Achievement." ScholarWorks, 2018. https://scholarworks.waldenu.edu/dissertations/5811.

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Reading skills assessments have demonstrated that middle-grade Mississippi school children are on average two full grade levels or more below grade reading levels. This qualitative case study in one urban county Mississippi school district with decreasing literacy scores examined teachers' perceptions of evidence-based literacy instruction methods, which may improve literacy problem in this district. The constructive learning theory provided the conceptual framework for this study. The research questions addressed teacher perceptions regarding recommended instructional strategies, limiting fac

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Zeelie, Shani Antoinette. "Exploring the relationship between teacher profiles, professional development and learners’ reading literacy achievement." Diss., University of Pretoria, 2020. http://hdl.handle.net/2263/80428.

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This study, drawing on the Progress in International Reading Literacy (PIRLS) Literacy 2016 learner achievement data, aimed to examine the relationship between teacher profiles in terms of teachers’ age, years of experience and formal qualification, teachers’ participation in formal and informal professional development activities and South African Grade 4 learners’ reading literacy achievement when controlling for the socio-economic status of the learners. To accommodate all the variables used in the study, a new conceptual framework was developed. This study was initiated as a result of the

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Hackett, Julie. "Exploring the Links among Professional Development, Teacher Performance, and Student Achievement: A Case Study." Fogler Library, University of Maine, 2005. http://www.library.umaine.edu/theses/pdf/HackettJ2005.pdf.

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Smith, Kenneth H. "The self-concept and verbal academic achievement of primary and secondary student teachers /." Connect to thesis, 2000. http://eprints.unimelb.edu.au/archive/00000222.

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Epps, Regina Ann. "Elementary Teachers' Self Efficacy for Improving Student Achievement." ScholarWorks, 2018. https://scholarworks.waldenu.edu/dissertations/4619.

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The local problem that prompted this study was declining student achievement scores in the 4th and 5th grades at a Title 1 elementary school in the southeastern U.S. As a result, school administrators initiated an environmental change from a self-contained classroom structure to departmentalization and team teaching for 4th and 5th grades. The purpose of the study was to investigate perspectives of teachers and administrators regarding their needs to address their own self-efficacy for improving student learning, and their perspectives of the team teaching and departmentalization processes in

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Sileo-Robinson, Lesley. "Volusia System For Empowering Teachers (VSET): Influence On Teacher Practice And Student Achievement." Doctoral diss., University of Central Florida, 2013. http://digital.library.ucf.edu/cdm/ref/collection/ETD/id/5866.

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This study provides an empirical analysis of the primary assumptions of a newly implemented teacher evaluation system, namely that the specific teaching practices evaluated are related to student achievement, and that teacher-directed professional growth plans effectively shape teacher practices in a particular domain. Results of the study are intended to inform the interpretation and the refinement of the Volusia System for Empowering Teachers (VSET), which aims to build capacity in the Volusia teacher work force and ultimately to improve student performance (School Board of Volusia County Te

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Books on the topic "Teachers achievement"

Stevens, Wesley M. Bede'sscientific achievement. (St. Paul's Church), 1985.

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Andrews, Sherrall. Recording achievement: Guidelines for teachers. Education for Industrial Society, 1986.

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Hanushek, Eric Alan. Teachers, schools and academic achievement. National Bureau of Economic Research, 1998.

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Stronge, James H. Teacher evaluation and student achievement. National Education Association, 2000.

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Educational Research Service (Arlington, Va.), ed. Using student achievement measures to evaluate teachers. Educational Research Service, 2006.

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Stevens, Wesley M. Bede's scientific achievement. [The Rector of Jarrow], 1985.

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Stevens, Wesley M. Bede's scientific achievement. s.n., 1986.

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Stevens, Wesley M. Bede's scientific achievement. St. Paul's Church, 1985.

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Bryant, Margaret M. A story of achievement. Kenkyusha, 1990.

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Bowring, Malcolm. Records of achievement: A handbook for teachers. Joint Welsh Education Committee for the Manpower Services Commission., 1987.

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Book chapters on the topic "Teachers achievement"

Yeh, Stuart S. "Better Teachers." In Solving the Achievement Gap. Palgrave Macmillan US, 2016. http://dx.doi.org/10.1057/978-1-137-58767-1_9.

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Miao, Zhenzhen, Christian Bokhove, and David Reynolds. "Achievement in mathematics." In Master Mathematics Teachers. Routledge, 2023. http://dx.doi.org/10.4324/9781003127925-7.

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Südkamp, Anna, Johanna Kaiser, and Jens Möller. "Teachers’ Judgments of Students’ Academic Achievement." In Teachers’ Professional Development. SensePublishers, 2014. http://dx.doi.org/10.1007/978-94-6209-536-6_2.

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Đerić, Ivana, Ines Elezović, and Falk Brese. "Teachers, Teaching and Student Achievement." In IEA Research for Education. Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-85802-5_7.

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Strom, Paris S., and Robert D. Strom. "Tutoring for Literacy and School Achievement." In Parents and Grandparents as Teachers. Routledge, 2025. https://doi.org/10.4324/9781003534655-14.

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Lynn, Richard. "The Contribution of Teachers and Schools to Educational Achievement." In Educational Achievement in Japan. Palgrave Macmillan UK, 1988. http://dx.doi.org/10.1007/978-1-349-19075-1_7.

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Prast, Emilie J., and Marian Hickendorff. "How Do Dutch Teachers Implement Differentiation In Primary Mathematics Education?" In Effective Teaching Around the World. Springer International Publishing, 2023. http://dx.doi.org/10.1007/978-3-031-31678-4_35.

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AbstractAdapting education to students’ diverse educational needs is widely recognised as an important, but also complex aspect of effective teaching. In this chapter, we provide insight into how Dutch primary school teachers implement differentiation based on students’ current mathematics achievement level. We review evidence from four independent samples in which the same teacher self-assessment questionnaire was administered (N = 907 teachers in total), supplemented with qualitative data from various perspectives: external observers, students, and teachers. Based on these sources of informa

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Klapproth, Florian, and Paule Schaltz. "The Validity of Predictors of Academic and Vocational-Training Achievement." In Teachers’ Professional Development. SensePublishers, 2014. http://dx.doi.org/10.1007/978-94-6209-536-6_9.

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Barton, Len. "Self-concept and school achievement." In Routledge Library Editions: Education Mini-Set N Teachers & Teacher Education Research 13 vols. Routledge, 2021. http://dx.doi.org/10.4324/9780203125526-166.

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Grinage, Justin. "Color Blindness, Unconscious Bias, and Student Achievement in Suburban Schools." In White Teachers / Diverse Classrooms, 2nd ed. Routledge, 2023. http://dx.doi.org/10.4324/9781003448709-12.

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Conference papers on the topic "Teachers achievement"

Madhanlal, Camilla, and Mpunki Emily Mmamontle Nakedi. "IMPACT OF LIFE SCIENCE AND LIFE ORIENTATION TEACHERS’ SOCIO-EMOTIONAL PRACTICES ON LEARNER COGNITIVE ACHIEVEMENT." In 19th International Technology, Education and Development Conference. IATED, 2025. https://doi.org/10.21125/inted.2025.1910.

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Biletska, Maryna, Tatiana Pidvarko, Lina Kotova, and Tetyana Stratan-Artyshkova. "METHODICAL APPROACHES TO THE STUDY OF STUDENTS` MUSICAL ABILITIES IN THE PROCESS OF PEDAGOGICAL COMMUNICATION." In 11th SWS International Scientific Conferences on SOCIAL SCIENCES - ISCSS 2024. SGEM WORLD SCIENCE, 2024. https://doi.org/10.35603/sws.iscss.2024/s08/59.

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The purpose of the research is the improvement of the socio-perceptive skills of the teachers for the correlation of the study and understanding of students� musical abilities. For the achievement of the set of goal, the general scientific methodological approaches (systemic, competent) and the research methods as abstract-logical, analysis and synthesis have been used to study, to generalize and to systematize the obtained information with the purpose of the comparison of the different views of the scientists on the problems of the pedagogical communication and the teaching of students� music

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Radjabova, Jayron. "MOTIVES FOR INCREASING PEDAGOGICAL ACHIEVEMENT COMPETENCIES OF TEACHERS AND EDUCATORS OF FOREIGN LANGUAGES." In Modern approaches and new trends in teaching foreign languages. Alisher Navo'i Tashkent state university of Uzbek language and literature, 2024. http://dx.doi.org/10.52773/tsuull.conf.teach.foreign.lang.2024.8.5/lcty3937.

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The article emphasizes theimportance of pedagogical training of philology students and the formation of pedagogical competence at the university. In this regard, the motives for increasing the pedagogical competence of teachers and teachers of a foreign language are considered. Having a high level of linguistic competence does not mean that the same level of pedagogical competence is inherent in a teacher or university lecturer. The authors analyzed the differences in the motivation to improve the pedagogical competence of teachersand foreign language teachers. The article also pays attention

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Stramkale, Ligita. "Music Teachers’ Job Satisfaction During the COVID-19 Pandemic." In ATEE 2022 Annual Conference. University of Latvia Press, 2023. http://dx.doi.org/10.22364/atee.2022.36.

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The COVID-19 pandemic has radically changed the nature of the music teacher’s job. The aim of the study is to determine music teachers’ job satisfaction on four study scales – emotional well-being, social involvement, self-expression and achievement orientation. The following research questions were raised: RQ1: At what level do music teachers assess each of the study scales that describe job satisfaction? RQ2: Is there a statistically significant correlation between music teachers’ job satisfaction during the COVID-19 pandemic and their emotional well-being, social involvement, self-expressio

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Solobutina, Marina, and Margarita Nesterova. "Teachers’ Professional Development: The Components of Achievement Motivation." In IFTE 2019 - V International Forum on Teacher Education. Pensoft Publishers, 2019. http://dx.doi.org/10.3897/ap.1.e0619.

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ȘCHIOPU, Lucia. "Managerial communication – motivating foreign language teachers in the educational institution." In Ştiință și educație: noi abordări și perspective. "Ion Creanga" State Pedagogical University, 2023. http://dx.doi.org/10.46727/c.v3.24-25-03-2023.p188-191.

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This article explores the foreign language teachers’ self-regulatory capacity as a central element in the expression of professional behavior within transformational and charismatic leadership. Another aspect explained is the self-perception of the foreign language teacher of the educational institution that is composed to: self-cognitive accessibility and non-cognitive skill constructs. Self-regulation refers to the process by which teachers seek to align their professional behaviors and self-concepts to regulate the achievement of promotion, prevention, or punishment.

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Kampmane, Kristine, Andrejs Geske, and Antra Ozola. "Teachers’ Professional Self-Efficacy for Collaboration: A Comparison Between European Countries." In ATEE 2022 Annual Conference. University of Latvia Press, 2023. http://dx.doi.org/10.22364/atee.2022.10.

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Since the understanding of non-cognitive skills and their importance have grown, it becomes more and more significant to measure their impact on different areas of professional life. It has been researched that not only individual teacher’s professional self-efficacy, but also collective self-efficacy has a significant impact on both the teachers’ self-efficacy and students’ achievement. The purpose of this study is to select a set of factors that correlate with teachers’ professional self-efficacy and to analyse if teachers’ professional self-efficacy has an impact on teachers’ cooperation wi

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Hafni, Yulia, Darwin, and Zulkifli Matondang. "Effects of Principal Leadership, School Climate and Teacher Achievement Motivation to Teachers Work Commitment." In Proceedings of the 4th Annual International Seminar on Transformative Education and Educational Leadership (AISTEEL 2019). Atlantis Press, 2019. http://dx.doi.org/10.2991/aisteel-19.2019.167.

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Ibrahim AL-AMUR, Dr Yasser. "ADMINISTRATIVE CORRUPTION AMONG SCHOOL PRINCIPALS THE AL-NAQAB REGION AND ITS RELATIONSHIP TO TEACHERS’ ACHIEVEMENT." In I. International Trabzon Congress of Humanities and Social Sciences. Rimar Academy, 2024. https://doi.org/10.47832/trabzon.con1-8.

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The current study aimed to identify the level of administrative corruption among school principals in the Negev region and its relationship to the job achievement of teachers. The descriptive, correlational survey method was used, and the questionnaire was a tool for collecting data. The study sample consisted of (446) school principals and teachers in the Negev educational region, distributed among (100) male and female principals, and (346) male and female teachers. The results showed that the arithmetic mean of the level of administrative corruption among school principals in the Negev regi

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Scheuerer, Sarah, Frank Reinhold, and Kristina Reiss. "How Positive Is “Positive”? Teachers’ Orientations Regarding Teaching Statistics Compared to Teaching Fractions." In Bridging the Gap: Empowering and Educating Today’s Learners in Statistics. International Association for Statistical Education, 2022. http://dx.doi.org/10.52041/iase.icots11.t14b3.

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For teaching, not only teachers’ knowledge but also their motivational and emotional orientations are important: they influence teaching practices and student achievement. In statistics education, previous research suggests that teachers have positive orientations, but the exact meaning of ‘positive’ is unclear. A comparison with other mathematical topics might provide clarity here. We therefore asked teachers about their orientations regarding teaching statistics and compared them with fractions. Additionally, we performed cluster analyses to identify teachers’ profiles. The results showed si

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Reports on the topic "Teachers achievement"

Hanushek, Eric, John Kain, and Steven Rivkin. Teachers, Schools, and Academic Achievement. National Bureau of Economic Research, 1998. http://dx.doi.org/10.3386/w6691.

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Beg, Sabrin, Adrienne Lucas, Waqas Halim, and Umar Saif. Engaging Teachers with Technology Increased Achievement, Bypassing Teachers Did Not. National Bureau of Economic Research, 2019. http://dx.doi.org/10.3386/w25704.

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Dee, Thomas. Teachers and the Gender Gaps in Student Achievement. National Bureau of Economic Research, 2005. http://dx.doi.org/10.3386/w11660.

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Burgess, Simon, Shenila Rawal, and Eric Taylor. Teachers’ Use of Class Time and Student Achievement. National Bureau of Economic Research, 2022. http://dx.doi.org/10.3386/w30686.

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Dee, Thomas. Teachers, Race and Student Achievement in a Randomized Experiment. National Bureau of Economic Research, 2001. http://dx.doi.org/10.3386/w8432.

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Drouet Arias, Marcelo, Gregory Elacqua, Luana Marotta, and Leonardo Rosa. Does an Education Major Matter for Teaching?: The Relationship between Teachers Degree and Student Achievement. Inter-American Development Bank, 2023. http://dx.doi.org/10.18235/0004685.

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It is unclear whether teachers with a degree in education are more effective than those who are not trained in an education-related field. To further examine this issue, we analyze the rela- tionship between teachers college major and student achievement by using unique data from Ecuador, which, for a period of time, allowed any graduate, regardless of their major, to apply for a teaching position in the countrys centralized selection process. Results from all specifi- cations indicate a non-significant relationship between degree type and student achievement, suggesting that teachers with and

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Bima, Luhur, Arjuni Rahmi Barasa, Shintia Revina, Niken Rarasati, and Asri Yusrina. Screening Teachers in Indonesia: Does Ex-Ante Teacher Characteristics Assessment Predict Teaching Effectiveness? Research on Improving Systems of Education (RISE), 2023. http://dx.doi.org/10.35489/bsg-rise-wp_2023/134.

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Selecting good teachers is vital as it can lead to a pool of teachers who will continuously strive to improve their teaching quality. Therefore, strengthening the assessment tools for screening effective teachers at their point of entry into the profession is important to improving teaching quality. While abundant studies have been conducted on improving teacher screening strategies in developed countries, only few have examined the process in the contexts of developing countries. Our study aims to enrich the literature on improving teacher screening in developing countries by testing sixty-tw

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Filmer, Deon, Ezequiel Molina, and Waly Wane. Identifying Effective Teachers: Highlights from Four Classroom Observation Tools. Research on Improving Systems of Education (RISE), 2022. http://dx.doi.org/10.35489/bsg-rise-ri_2022/038.

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Teachers explain a significant share of variation across students’ achievement (Araujo et al., 2016; Bold et al., 2019; Dobbie and Fryer, 2013). But these achievements are poorly correlated with teachers’ observable characteristics including age, gender, education, experience, and hours in the school (Aaronson et al., 2007; Kane and Staiger, 2008; Rockoff et al., 2008). This suggests there could be other factors such as teachers’ content knowledge, pedagogical knowledge, classroom behaviour, and other practices that are potentially important determinants of students’ academic performance. Ther

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Goh, Ailsa Ee Ping, Carol Soo Ching Tan, and Cher Chong Tan. Positive teacher language: Improving teacher-student relationships and engaging low progress students. National Institute of Education, Nanyang Technological University, Singapore, 2020. https://doi.org/10.32658/10497/22613.

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Teachers need to create a safe and nurturing environment, and build strong relationships with students, as these are critical enablers for ensuring that students rediscover the joy of learning in school. Low progress students who perceive high emotional support from teachers are more likely to be engaged in class (Chong, Huan, Quek, Yeo, & Ang, 2010; Martin & Rimm-Kaufman, 2015). Strong teacher-student relationships have also been associated with increased academic achievement and reduced school dropout (Croninger & Lee, 2001; Murray & Malmgren, 2005). The Responsive Classroom

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Campoli, Ayana, and Linda Darling-Hammond. Principal learning opportunities and school outcomes: Evidence from California. Learning Policy Institute, 2022. http://dx.doi.org/10.54300/438.376.

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Abstract:

This study looks at the relationship between principals’ learning opportunities (both preservice preparation and in-service professional development) and key outcomes for the teachers and students in their schools. It examines both teacher retention and student achievement gains in English language arts and mathematics. It offers a new perspective on the efficacy of professional learning by using detailed data from a large, representative sample of principals directly linked to individual-level information from the teachers and students in their schools.

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