Using research on employees' performance to study the effects of teachers on students' achievement?

The study reported here used general ideas about employees' performance to develop and test a model of teachers' effects on students' achievement in mathematics using data from the longitudinal files of the National Education Longitudinal Study of 1988 (NELS:88). A general model of employees' performance suggests that the effects of teachers on students' achievement can be explained by three general classes of variables : teachers' ability, motivation and work situation. This article discusses how these general classes of variables can be operationalized in the NELS:88 data set and presents estimates of models of the combined effects of these classes of variables on students' achievement. The analyses revealed that teachers' knowledge of subject matter and expectancy motivation have direct effects on students' achievement in mathematics and that the size of these effects depends on the average levels of ability of students in a school

[1]  David H. Monk,et al.  Subject area preparation of secondary mathematics and science teachers and student achievement , 1994 .

[2]  Stephen W. Raudenbush,et al.  Higher Order Instructional Goals in Secondary Schools: Class, Teacher, and School Influences , 1993 .

[3]  Stephen P. Klein,et al.  A License to Teach , 2019 .

[4]  A. Bandura.  Perceived Self-Efficacy in Cognitive Development and Functioning , 1993, Educational Psychologist.

[5]  Steven J. Ingels,et al.  National Education Longitudinal Study of 1988. First Follow-Up: Student Component Data File User's Manual. Volume I. , 1992 .

[6]  S. Raudenbush,et al.  Organizational Design in High Schools: A Multilevel Analysis , 1991, American Journal of Education.

[7]  V. Vroom.  Work and motivation , 1964 .

[8]  Brian Rowan.  Comparing Teachers' Work With Work in Other Occupations: Notes on the Professional Status of Teaching , 1994 .

[9]  E. Michael Nussbaum,et al.  Enhancing the Validity and Usefulness of Large-Scale Educational Assessments: II. NELS:88 Science Achievement , 1995 .

[10]  J. Hunter,et al.  Validity and Utility of Alternative Predictors of Job Performance , 1984 .

[11]  L. H. Peters,et al.  Situational Constraints and Work Outcomes: The Influences Of a Frequently Overlooked Construct , 1980 .

[12]  Joseph A. Horvath,et al.  A Prototype View of Expert Teaching , 1995 .

[13]  Eric A. Hanushek,et al.  The Impact of Differential Expenditures on School Performance , 1989 .

[14]  G. Leinhardt,et al.  Expertise in mathematics instruction: Subject matter knowledge. , 1985 .

[15]  Douglas A. Grouws,et al.  Active mathematics teaching , 1983 .

[16]  J. Brophy.  Teacher behavior and student achievement , 1984 .

[17]  Alexander M. Mood,et al.  Equality of Educational Opportunity. , 1967 .

[18]  Richard F. Elmore,et al.  Teaching, Learning, and School Organization: Principles of Practice and the Regularities of Schooling , 1995 .

[19]  A. Bandura.  Social Foundations of Thought and Action: A Social Cognitive Theory , 1985 .

[20]  Larry V. Hedges,et al.  An Exchange: Part I* : Does Money Matter? A Meta-Analysis of Studies of the Effects of Differential School Inputs on Student Outcomes , 1994 .

[21]  Anthony S. Bryk,et al.  Hierarchical Linear Models: Applications and Data Analysis Methods , 1992 .

[22]  R. Snow,et al.  In Dedication: Leigh Burstein , 1995 .

[23]  Ruth Kanfer,et al.  Work motivation: New directions in theory and research. , 1994 .

[24]  Eric A. Hanushek,et al.  The Economics of Schooling: Production and Efficiency in Public Schools , 1986 .

[25]  S. Rachman,et al.  Perceived self-efficacy , 1978 .

[26]  Stephen W. Raudenbush,et al.  Teaching as a Nonroutine Task: Implications for the Management of Schools , 1993 .

[27]  V. Lee,et al.  Effects of High School Restructuring and Size on Gains in Achievement and Engagement for Early Secondary School Students. , 1994 .

[28]  S. Raudenbush,et al.  Contextual Effects on the Self-Perceived Efficacy of High School Teachers. , 1992 .

[29]  Jeffrey Pfeffer,et al.  Organization Theory and Structural Perspectives on Management , 1991 .

[30]  R. Rosenthal,et al.  Pygmalion in the Classroom: Teacher Expectation and Pupils' Intellectual Development , 1968 .

[31]  John P. Campbell,et al.  Modeling the performance prediction problem in industrial and organizational psychology. , 1990 .

[32]  Jere Brophy,et al.  Research on the Self-Fulfilling Prophecy and Teacher Expectations. , 1983 .

[33]  J. Rotter.  Generalized expectancies for internal versus external control of reinforcement. , 1966, Psychological monographs.

[34]  Sam Wineburg,et al.  Wrinkles in Time and Place: Using Performance Assessments to Understand the Knowledge of History Teachers , 1993 .

[35]  Dale J. Prediger.  Ability differences across occupations: More than g , 1989 .

[36]  Brian Rowan.  Commitment and Control: Alternative Strategies for the Organizational Design of Schools , 1990 .

[37]  Thomas R. Guskey,et al.  Teacher Efficacy: A Study of Construct Dimensions , 1994 .

[38]  B. Chaney.  Student Outcomes and the Professional Preparation of Eighth-Grade Teachers in Science and Mathematics. NSF/NELS:88 Teacher Transcript Analysis. , 1995 .