Investigating Relationships Between Measures of Teacher Quality and School Context in Colorado: A Multilevel Moderated Mediation Analysis
Year: 2020
Type: article
Study design: Observational Study
Abstract: Recent education reform efforts have used high stakes teacher evaluations that include measures of student performance as a strategy for enhancing teacher quality and student achievement. While research has raised some doubt about the effectiveness of such policies to achieve their goals, there remains a need to understand how various measures of teacher quality relate to one another and the extent to which school contexts affect measures of teacher quality. This study utilized a quantitative multilevel moderated mediation analysis to investigate the relationships between measures of teacher quality based on qualifications, those based on evaluations of teacher practice, and those based on teacher effects on student outcomes. The findings of the analysis revealed that teacher education level and years of experience are positively associated with higher teacher effect estimates and these effects are partially mediated by teacher practices. The ruralstatus of the school was found to have no significant effect on the relationships betweenteacher qualifications, teacher practices, and teacher effect estimates. The findings of thisstudy contribute to theoretical understandings of teacher quality and provide guidance topolicy makers about how constructs of teacher quality and school context might beapplied within large-scale teacher evaluation policy frameworks.
Author: Garcia, Curtis Lee
Language: English
Subfield: Education
Field: Social Sciences
Domain: Social Sciences
SDG: Quality education
Open Access status: green
Funder: Colorado Department of Education
OpenAlex ID: W3023662039