Exploring the Association between Teacher-Related Factors and Grade 9 Mathematics Achievement

Autor/inn/en	Bansilal, Sarah; Lephoto, Thabo; North, Delia; Zewotir, Temesgen
Titel	Exploring the Association between Teacher-Related Factors and Grade 9 Mathematics Achievement
Quelle	In: South African Journal of Education, 42 (2022), Artikel 2091 (9 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Zusatzinformation	ORCID (Bansilal, Sarah) ORCID (Lephoto, Thabo) ORCID (North, Delia) ORCID (Zewotir, Temesgen)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0256-0100
Schlagwörter	Teacher Characteristics; Grade 9; Foreign Countries; Achievement Tests; Elementary Secondary Education; International Assessment; Mathematics Tests; Mathematics Achievement; Well Being; Stress Variables; Teacher Qualifications; Class Size; School Location; Poverty; Disadvantaged Schools; Institutional Characteristics; Work Environment; Teaching Conditions; Educational Improvement; Mathematics Instruction; South Africa; Trends in International Mathematics and Science Study + Suchen Sie Ihr Suchwort? School year 09; 9. Schuljahr; Schuljahr 09; Ausland; Achievement test; Achievement; Testing; Test; Tests; Leistungsbeurteilung; Leistungsüberprüfung; Leistung; Testdurchführung; Testen; Mathmatics sikills; Mathmatics achievement; Mathematical ability; Mathematische Kompetenz; Well-being; Wellness; Wohlbefinden; Lehrqualifikation; Klassengröße; Schulgelände; Armut; Arbeitsmilieu; Lehrbedingungen; Unterrichtsbedingungen; Teaching improvement; Unterrichtsentwicklung; Mathematics lessons; Mathematikunterricht; Südafrika; Süd-Afrika; Republik Südafrika; Südafrikanische Republik
Abstract	Teacher well-being is an important issue that needs to be considered within a teaching environment. However, little research exists about the relationship between teacher well-being and learner performance. In this study we used data from the 2015 Trends in International Mathematics and Science Study (TIMSS) to look at the interplay between teacher-related factors (including stress), and the mathematics achievement of Grade 9 learners from South Africa in the 2015 TIMSS. The results show that levels of teacher stress, teacher qualification, class size, as well as the type of area in which the school is situated are all significantly associated with learner achievement. The findings of this study reveal that learners who are taught by teachers who feel more stressed, have large classes to contend with, are in schools located in poorer areas, and who are less qualified, are significantly more disadvantaged with regard to their mathematics education than their counterparts who are taught by teachers who do not share these problems. These findings suggest that it is important to consider the role of positive working environments for teachers in trying to find ways to improve the mathematics learning outcomes. (As Provided).
Anmerkungen	Education Association of South Africa. University of Pretoria, Centre for the Study of Resilience, Level 3, Groenkloof Student Centre, Department of Educational Psychology, Faculty of Education, George Storrar Road and Lleyds Street, Pretoria 0001, South Africa. Web site: http://www.sajournalofeducation.co.za/index.php/saje/index
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01