Teacher Characteristics and Children’s Educational Attainment in Ghana: Do Some Teacher Characteristics Matter More for Children Attending Disadvantaged Schools?

Frontiers in Education

Maxwell Kwesi Nyatsikor¹  Dean Robson²  Peter Mtika²  Edward M. Sosu³ 

[1] Faculty of Education, University for Development Studies, Tamale, Ghana;School of Education, University of Aberdeen, Aberdeen, United Kingdom;School of Education, University of Strathclyde, Glasgow, United Kingdom;

关键词: teacher effectiveness;    educational attainment;    socioeconomic disadvantage;    disadvantaged schools;    teacher characteristics;    educational inequality;   

DOI  :  10.3389/feduc.2020.00162

来源: DOAJ

【 摘 要 】

This study examined the association between teacher characteristics and primary school children’s educational attainment. Additionally, it explored whether certain teacher characteristics are more important for children attending disadvantaged schools. Multilevel analyses of linked administrative data on teacher characteristics and attainment indicate socio-economic differences in children’s educational outcomes. Teacher certification and experience were associated with children’s attainment in both Mathematics and English language. Findings exploring the differential effect of teacher characteristics show that teacher certification and experience were more important for the attainment of children attending rural and public schools. The results have significant implications for teacher professional development and deployment policies to improve attainment for all learners.

【 授权许可】

Unknown