This study examines the relationship between teacher quality and student achievement in Mathematics among Grade 4 pupils located in 91 urban primary schools and 181 rural primary schools in Kenya. We hypothesise that teacher quality indicators including teacher characteristics, teacher qualification comprising initial teacher education and teacher professional development and teacher classroom practices are significantly associated with student achievement. Our analysis is based on data from the 2012 World Bank and African Economic Research Consortium Service Delivery Indicators. We test our hypotheses by means of a multilevel regression. We find that teacher quality indicators have significant effects on Mathematics achievement in Kenya. Different effects between urban and rural primary schools are observed. The findings of this study underscore the need for policy makers to focus on improving teacher quality by strengthening initial teacher preparation and in-service programmes.

中文翻译：

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肯尼亚小学的教师素质和数学表现

这项研究调查了肯尼亚91所城市小学和181所农村小学的4年级学生的数学素质与教师素质之间的关系。我们假设教师质量指标，包括教师特征，包括初等教师教育，教师专业发展和教师课堂实践的教师资格与学生成绩显着相​​关。我们的分析基于2012年世界银行和非洲经济研究协会服务交付指标的数据。我们通过多层回归检验我们的假设。我们发现，教师质量指标对肯尼亚的数学成绩有重要影响。观察到城乡小学之间的不同影响。