Öğretmen Kalitesi ve Çalışma Koşullarının TIMSS 2019 Matematik Başarısındaki Rolü

Yıl 2022, Cilt: 15 Sayı: 2, 395 - 419, 22.04.2022

Elif Sezer , Mehtap Çakan

https://doi.org/10.30831/akukeg.971286

Cited By: 1

Öz

İlişkisel desende tasarlanan bu araştırmada öğretmen kalitesinin ve çalışma koşullarının, 4. ve 8. sınıf Türk öğrencilerinin TIMSS 2019 matematik başarısındaki rolü incelenmiştir. Öğretmen kalitesi, TIMSS 2019'da kullanılan öğretmen anketine dayalı olarak tanımlanmıştır ve üç kategoride ele alınmıştır: kişisel özellikler, öğretmen nitelikleri ve öğretmen uygulamaları. Araştırma verisi çok düzeyli regresyon kullanılarak analiz edilmiştir. Araştırmanın sonuçlarına göre başarıdaki varyansı en fazla çalışma koşulları (4. sınıfta %49 ve 8. sınıfta %40) ve en az öğretmenlerin kişisel özellikleri açıklamaktadır (4. Sınıfta %19 ve 8. sınıfta %11). Okullar arası varyansın üçte birini öğretmen nitelikleri (4. sınıfta %35 ve 8. sınıfta %26) ve beşte birini öğretmen uygulamaları (4. sınıfta %23 ve 8. sınıfta %27) açıklamaktadır. Öğretmenlerin yaşı, deneyimi, öğretimi sınırlandıran öğrenciden kaynaklı sorunlar ve velilerden çok fazla baskı hissetme gibi bazı değişkenler 4. ve 8. sınıftaki TIMSS başarısı ile yüksek korelasyon göstermiştir. Başarıyı yordayan diğer bazı önemli değişkenler ise şunlardır: Eğitim ve matematik alanlarında uzmanlaşma, sınıfa ilginç materyaller getirme, değerlendirmede uzun süreli projeler kullanma, çok fazla idari göreve sahip olma ve sınıftaki öğrenci sayısı.

Anahtar Kelimeler

öğretmen kalitesi, çalışma koşulları, matematik, öğretmen anketi, TIMSS 2019

Role of Teacher Quality and Working Conditions in TIMSS 2019 Mathematics Achievement

Öz

This correlative study examined the role of teacher qualities and working conditions in 4th and 8th-grade Turkish students’ mathematics achievement in TIMSS 2019. Teacher qualifications were defined based on the teacher questionnaire used in TIMSS 2019 and were discussed in three categories: personal characteristics, teacher qualifications, and teacher practices. Data were analyzed using multilevel regression analysis. According to the results, working conditions explained most of the variance in the achievement scores (49% in the 4th-grade and 40% in the 8th-grade), while teachers’ characteristics explained the least variance (19% in the 4th-grade and 11% in the 8th-grade). Teacher qualifications explained about one-third of the between-schools variance (35% in the 4th-grade and 26% in the 8th-grade). Teacher practices explained the one-fifth of the between-schools variance (23% in the 4th-grade and 27% in the 8th-grade). Some variables had a high correlation with TIMSS achievement in 4th and 8th-grade, such as teachers’ age, experience, teaching limited by students not ready for instruction, and parental pressure on teachers. Other significant predictors were having a major in education and mathematics, bringing interesting materials to class, using long-term assessment projects, having too many administrative tasks, and the number of students in the class.

Anahtar Kelimeler

teacher quality, working conditions, mathematics, teacher questionnaire, TIMSS 2019

Kaynakça

• Akyüz, G. (2006). Teacher and classroom characteristics: Their relationship with mathematics achievement in Turkey, European Union countries and candidate countries [Unpublished doctoral dissertation]. Middle East Technical University Graduate School of Natural and Applied Sciences.
• Akyüz Aru, S. (2020). Investigation of variables affecting science and mathematics success of grade 4 students “TIMSS 2015 status analysis”. [Unpublished doctoral dissertation]. Gazi University Institute of Educational Sciences.
• Alpar, R. (2013). Uygulamalı çok değişkenli istatiksel yöntemler (4th ed.). Detay.
• Arıkan, S., Özer, F., Şeker, V., & Ertaş, G. (2020). The importance of sample weights and plausible values in large-scale assessments. Journal of Measurement and Evaluation in Education and Psychology, 11(1), 43-60. https://doi.org/ 10.21031/epod.602765
• Arifoğlu, A. (2019). Investigating of school effects on student achievement: A multilevel analysis of Turkey’s TIMSS 2015 data [Unpublished doctorate dissertation]. Hacettepe University Institute of Educational Sciences.
• Baier, F., Decker, A., T., Voss, T., Kleickmann, T., Klusmann, U., & Kunter, M. (2019). What makes a good teacher? The relative importance of mathematics teachers’ cognitive ability, personality, knowledge, beliefs, and motivation for instructional quality. British Journal of Educational Psychology, 89, 767–786. https://doi.org/10.1111/bjep.12256
• Ball, D. L., Thames, M. K., & Phelps, G. (2008). Content knowledge for teaching: What makes it special? Journal of Teacher Education, 59, 389-402. https://doi.org/10.1177/0022487108324554
• Batı, E. (2021). The prediction of mathematics achievement of students attending TIMSS 2019 according to family engagement variables [Unpublished master’s thesis]. Hacettepe University Institute of Educational Sciences.
• Burroughs, N., & Chudgar, A. (2017, October). The role of teacher quality in fourth-grade mathematics instruction: Evidence from TIMSS 2015 (Policy Brief No. 16). IEA. https://www.iea.nl/sites/default/files/2019-04/IEA_Policy_Brief_Oct2017.pdf
• Cohen, J. (1992). A power primer. Psychological Bulletin, 112, 155–159. https://doi.org/10.1037//0033-2909.112.1.155.
• Coşkun, B. (2021). The effects of student and school characteristics on TIMSS 2015 science and math achievement [Unpublished doctorate dissertation]. Eskişehir Osmangazi University Institute of Educational Sciences.
• Çavdar, D. (2015). The relationship between TIMSS 2011 math achievement and characteristics of students and teachers [Unpublished master’s thesis]. Gazi University Institute of Educational Sciences.
• Elezović I., Lameva B., & Brese F. (2022) The role of learning resources, school environment, and climate in transforming schools from buildings to learning communities. In Japelj Pavešić, B., Koršňáková, P., Meinck, S. (Eds.) Dinaric Perspectives on TIMSS 2019 (pp. 123-149). Springer. https://doi.org/10.1007/978-3-030-85802-5_6
• Eriksson, K., Helenius, O., & Ryve, A. (2019). Using TIMSS items to evaluate the effectiveness of different instructional practices. Instructional Science, 47, 1-18. https://doi.org/10.1007/s11251-018-9473-1 Fraenkel, J. R., & Wallen, N. E. (2010). How to design and evaluate research in education (7th ed.). McGraw-Hill.
• Goe, L. (2007). The link between teacher quality and student outcomes: a research synthesis. National Comprehensive Center for Teacher Quality. https://files.eric.ed.gov/fulltext/ED521219.pdf
• Güven, U., & Sezer, B. B. (2020). Velilerin öğretmenler üzerindeki baskılarının öğrenci başarısı üzerine etkisi. Kırşehir Eğitim Fakültesi Dergisi, 21(3), 1380-1399. https://dergipark.org.tr/tr/pub/kefad/issue/59386/853990
• Harris, D. N., & Sass, T. R. (2011). Teacher training, teacher quality and student achievement. Journal of Public Economics, 95, 798-812. https://doi.org/10.1016/j.jpubeco.2010.11.009
• Hegarty, S., & Rutkowski, L. (Eds.) (2019). Teaching for excellence and equity analyzing teacher characteristics, behaviors and student outcomes with TIMSS. Springer. https://doi.org/10.1007/978-3-030-16151-4
• Hill, H. C., Rowan, B., & Ball, D. L. (2005). Effects of teachers’ mathematical knowledge for teaching on student achievement. American Educational Research Journal, 42(2), 371-406. https://doi.org/10.3102/00028312042002371
• Hong, H. K. (2012). Trends in mathematics and science performance in 18 countries: multiple regression analysis of the cohort effects of TIMSS 1995-2007. Education Policy Analysis Archives, 20(33), 1-23. https://doi.org/10.14507/epaa.v20n33.2012
• Hwang, S. (2021). The mediating effects of self-efficacy and classroom stress on professional development and student-centered instruction. International Journal of Instruction, 14(1), 1-16. https://e-iji.net/dosyalar/iji_2021_1_1.pdf
• International Association for the Evaluation of Educational Achievement. (2021). TIMSS 2019 international database. [Data set]. https://timss2019.org/international-database/?_gl=1*bf0qid*_ga*NDQyNzY0MjI0LjE2NDI2MjMxOTU.*_ga_L2FMXN42HR*MTY0MjYyMzE5NS4xLjAuMTY0MjYyMzE5NS4w
• Jepsen, C. (2005). Teacher characteristics and student achievement: Evidence from teacher surveys. Journal of Urban Economics, 57, 302-319. https://doi.org/10.1016/j.jue.2004.11.001
• König, J., Blömeke, S., Jentsch, A., Schlesinger, L., née Nehls, C. F., Musekamp, F., & Kaiser, G. (2021). The links between pedagogical competence, instructional quality, and mathematics achievement in the lower secondary classroom. Educational Studies in Mathematics, 107, 189–212. https://doi.org/10.1007/s10649-020-10021-0
• LaRoche, S., Joncas, M., & Foy, P. (2020). Sample design in TIMSS 2019. In M. O. Martin, M. von Davier, I. V. S. Mullis (Eds.) Methods and procedures: TIMSS 2019 technical report (pp. 3.1-3.33). Boston College, TIMSS & PIRLS International Study https://timssandpirls.bc.edu/timss2019/methods
• Lee, S. W., & Lee, E. A. (2020). Teacher qualification matters: The association between cumulative teacher qualification and students’ educational attainment. International Journal of Educational Development, 77, 1-10. https://doi.org/10.1016/j.ijedudev.2020.102218
• Liang, G., Zhang, Y., Huang, H, Shi, S., & Qiao, Z. (2015). Professional development and student achievement: international evidence from the TIMSS data. Journal of Postdoctoral Research, 3(2), 17-31. http://www.postdocjournal.com/file_journal/767_55399091.pdf
• Martin, M.O. & Mullis, I.V.S. (Eds.). (2012). Methods and procedures in TIMSS and PIRLS 2011. TIMSS & PIRLS International Study Center, Boston College. https://timssandpirls.bc.edu/methods/index.html
• Ministry of National Education [MONE]. (2020). TIMSS 2019 Türkiye ön raporu. http://www.meb.gov.tr/meb_iys_dosyalar/2020_12/10173505_No15_TIMSS_2019_Turkiye_On_Raporu_Guncel.pdf
• Mohammadpour, E., & Ghafar, M. N. A. (2014). Mathematics achievement as a function of within- and between- school differences. Scandinavian Journal of Educational Research, 58(2), 189-221. http://dx.doi.org/10.1080/00313831.2012.725097
• Muthén, L. K., & Muthén, B. O. (2015). Mplus user’s guide. (7th ed.). Muthén and Muthén.
• Oz, E. (2021). Comparability of teachers’ educational background items in TIMSS: a case from Turkey. Large-scale Assessments in Education, 9(4), 1-18. https://doi.org/10.1186/s40536-021-00097-2
• Palardy, G. J., & Rumberger, R. W. (2008). Teacher effectiveness in first grade: the importance of background qualifications, attitudes, and instructional practices for student learning. Educational Evaluation and Policy Analysis, 30(2), 111-140. https://doi.org/10.3102/0162373708317680
• Provasnik, S. J., & Young, B. O. (2003). The relationship of teacher quality to student mathematics achievement at the 8th grade: Findings from the National Assessment of Education Progress (2000). Paper presented at the Annual Meeting of the American Educational Research Association, Chicago, IL, April 2003. http://files.eric.ed.gov/fulltext/ED476650.pdf
• Rice, J. K. (2003). Teacher quality: Understanding the effectiveness of teacher attributes. Economic Policy Institute.
• Rivkin, S. G., Hanushek, E. A., & Kain, J. F. (2005). Teachers, schools, and academic achievement. Econometrica, 73(2), 417-458. https://doi.org/10.1111/j.1468-0262.2005.00584.x
• Sandoval-Hernandez, A., Jaschinski, K., Fraser, P., & Ikoma, S. (2015, January). Is teacher experience associated with mathematics achievement? (IEA’s Policy Brief Series, No. 4). IEA. https://files.eric.ed.gov/fulltext/ED561890.pdf
• Sarı, M. H., Arıkan, S., & Yıldızlı, H. (2017). Factors predicting mathematics achievement of 8th graders in TIMSS 2015. Journal of Measurement and Evaluation in Education and Psychology, 8(3), 246-265. https://doi.org/10.21031/epod.303689
• Sarıer, Y. (2020). Turkey’s performance in TIMSS applications and variables predicting academic achievement. Journal of Primary Education, 2(2), 6-27. https://dergipark.org.tr/tr/pub/temelegitim/issue/57288/745624
• Scheerens, J., & Blömeke, S. (2016). Integrating teacher education effectiveness research into educational effectiveness models. Educational Research Review, 18, 70-87. http://dx.doi.org/10.1016/j.edurev.2016.03.002
• Şahin, M. G., & Boztunç Öztürk, N. (2018). How classroom assessment affects science and mathematics achievement?: Findings from TIMSS 2015. International Electronic Journal of Elementary Education, 10(5), 559-569. http://dx.doi.org/10.26822/iejee.2018541305
• Şen, S. (2020). Mplus ile yapısal eşitlik modellemesi uygulamaları. Nobel.
• Stevens, J. P. (2009). Applied multivariate statistics for the social sciences (5th ed.). Routledge.
• Suna, H. E., & Özer, M. (2021). Türkiye’de sosyoekonomik düzey ve okullar arası başarı farklarının akademik başarı ile ilişkisi. Journal of Measurement and Evaluation in Education and Psychology, 12(1), 54-70. https://doi.org/10.21031/epod.860431
• Telese, J. A. (2012). Middle school mathematics teachers’ Professional development and student achievement. The Journal of Educational Research, 105, 102-111. https://doi.org/10.1080/00220671.2010.521209follows
• The Guardian. (2014, May 6). OECD and PISA tests are damaging education worldwide – academics. https://www.theguardian.com/education/2014/may/06/oecd-pisa-tests-damaging-education-academics
• Toraman, Ç. (2019). Effective teacher characteristics. Asian Journal of Instruction, 7(1), 1-14. https://dergipark.org.tr/tr/pub/aji/issue/46556/512793
• Toropova, A., Johansson, S., & Myrberg, E. (2019). The role of teacher characteristics for student achievement in mathematics and student perceptions of instructional quality. Education Inquiry, 10(4) 275-299. https://doi.org/10.1080/20004508.2019.1591844
• Yalcin, S., Demirtasli, R. N., Ilgun Dibek, M., & Yavuz, H. C. (2017). The effect of teacher and student characteristics on TIMSS 2011 mathematics achievement of fourth-and eighth-grade students in Turkey. International Journal of Progressive Education, 13(3), 79-94. https://files.eric.ed.gov/fulltext/EJ1159910.pdf
• Yetkiner Özel, Z. E., & Özel, S. (2013). Mathematics teacher quality: Its distribution and relationship with student achievement in Turkey. Asia Pacific Education Review, 14, 231-242. https://doi.org/10.1007/s12564-013-9242-4
• Yıldırım, Ö., & Bilican Demir, S. (2014). The examination of teacher and student effectiveness at TIMSS 2011 science and math scores using multi level models. Pakistan Journal of Statistics, 30(6), 1211-1218.
• Yıldırım, H. H., & Yıldırım, S. (2009). Inconsistent student responses in TIMSS questionnaire items on mathematics lessons. Necatibey Faculty of Education Electronic Journal of Science and Mathematics Education, 3(2), 226-237. https://dergipark.org.tr/tr/download/article-file/39790
• Zuzovsky, R. (2009). Teachers’ qualifications and their impact on student achievement: findings from TIMSS 2003 data for Israel. IEA. https://www.iea.nl/sites/default/files/2019-04/IRC2008_Zuzovsky2.pdf