ABSTRACT

Having in mind that student achievement and interest in subject are some of the most important educational goals, and that quality of teaching is the crucial schooling factor influencing them, we examined the contribution of teacher-level variables from the dynamic model of educational effectiveness to student achievement and interest in mathematics and biology. The representative sample included 5,476 students from 125 elementary schools in Serbia and 5,021 parents. Data on student and teacher variables were collected through student and parent questionnaires, while data on prior and current achievement were comprised from students’ Trends in International Mathematics and Science Study (TIMSS) 2011 scores and national examination results, respectively. Data were analyzed using multilevel modeling. The results indicate that teacher factors from the dynamic model did not impact student achievement in mathematics and biology but influenced student interest in both subjects. We offer recommendations for educational policy and directions for further research.

摘要

考虑到学生的成就和对学科的兴趣是一些最重要的教育目标，而教学质量是影响它们的关键学校教育因素，我们从教育效果的动态模型中检验了教师水平变量对学生的贡献对数学和生物学的成就和兴趣。代表性样本包括来自塞尔维亚 125 所小学的 5,476 名学生和 5,021 名家长。学生和教师变量的数据是通过学生和家长问卷收集的，而以前和当前成绩的数据分别来自学生的国际数学和科学研究趋势 (TIMSS) 2011 分数和国家考试成绩。使用多级建模分析数据。结果表明，动态模型中的教师因素不会影响学生在数学和生物方面的成绩，但会影响学生对这两门学科的兴趣。我们为教育政策和进一步研究的方向提供建议。