Learning Environment and Primary School Efficiency: A DEA Bootstrap Truncated Regression Analysis

Autor/inn/en	Lee, Boon L.; Worthington, Andrew; Wilson, Clevo
Titel	Learning Environment and Primary School Efficiency: A DEA Bootstrap Truncated Regression Analysis
Quelle	In: International Journal of Educational Management, 33 (2019) 4, S.678-697 (20 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Lee, Boon L.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0951-354X
DOI	10.1108/IJEM-05-2017-0103
Schlagwörter	Educational Environment; Elementary Schools; Efficiency; Educational Assessment; Foreign Countries; Literacy; Numeracy; National Competency Tests; Socioeconomic Background; Teacher Influence; Teacher Student Relationship; Elementary School Students; Elementary School Teachers; Faculty Development; Australia; National Assessment Program Literacy and Numeracy + Suchen Sie Ihr Suchwort? Lernumgebung; Pädagogische Umwelt; Schulumwelt; Elementary school; Grundschule; Volksschule; Effectiveness; Effektivität; Wirkungsgrad; Education; assessment; Bewertungssystem; Ausland; Alphabetisierung; Schreib- und Lesefähigkeit; Rechenkompetenz; Sozioökonomische Lage; Teacher student relationships; Lehrer-Schüler-Beziehung; Teacher; Teachers; Lehrer; Lehrerin; Lehrende; Australien
Abstract	Purpose: Existing studies of school efficiency primarily specify teacher inputs as the number of teachers and perhaps the student-teacher ratio. As a result, there is no direct qualitative recognition of the learning environment. The purpose of this paper is to incorporate the learning environment directly into the assessment of school efficiency. Design/methodology/approach: The authors employ data envelopment analysis to derive efficiency scores and the double-bootstrap truncated regression approach in Simar and Wilson's (2007) "Journal of Econometrics" to quantify the sources of efficiency in 430 Queensland state primary schools. In the first stage, the outputs of student National Assessment Program-Literacy and Numeracy scores and the inputs of full-time equivalent teaching staff and cumulative capital expenditure per student are used to measure efficiency. In the second stage, the authors specify an index of community socio-educational advantage, class size, the share of teachers with postgraduate qualifications, funds spent on professional development, and surveyed opinions from parents/caregivers, students, staff and principals on the learning environment to explain these measures of efficiency. Findings: Socio-economic background and the teaching environment affect school efficiency. Although not all variables related to teacher contribution are significant, there is evidence to suggest that teachers have a positive influence on student performance hence school efficiency. Teachers ability to clearly explain the requirements of schoolwork tasks and listening to student opinions sets an ideal student engagement environment which can have a profound impact on student learning. Practical implications: From a policy perspective, policy makers should target resources at inefficient schools aimed at enhancing student learning through teacher development and, at the same time, providing financial and non-financial educational assistance to students and their families from a low socio-educational background. Originality/value: This is the first large-scale primary school efficiency analysis to incorporate the Simar and Wilson (2007) approach to explaining the determinants of efficiency, including teaching environment from the perspective of students, teachers and other stakeholders. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01