Multilevel Effects of Teacher Characteristics on TIMSS 2011 Science Achievement

ATAR H. Y.

EGITIM VE BILIM-EDUCATION AND SCIENCE, cilt.39, sa.172, ss.121-137, 2014 (SSCI) identifier identifier

  • Yayın Türü: Makale / Tam Makale
  • Cilt numarası: 39 Sayı: 172
  • Basım Tarihi: 2014
  • Dergi Adı: EGITIM VE BILIM-EDUCATION AND SCIENCE
  • Derginin Tarandığı İndeksler: Social Sciences Citation Index (SSCI), Scopus, TR DİZİN (ULAKBİM)
  • Sayfa Sayıları: ss.121-137
  • Anahtar Kelimeler: HLM, multilevel analysis, TDMSS 2011, teacher characteristics, science achievement, STUDENT-ACHIEVEMENT, MODELS
  • Gazi Üniversitesi Adresli: Evet

Özet

The purpose of this study is to determine the effects of 54 teacher and school characteristics including gender, job satisfaction, self-confidence, professional development, affective characteristics, work conditions, science teaching methods, college that the teacher graduated from and years of experience on Turkish students' TIMSS 2011 science achievement. Furthermore, it is aimed is to determine the teacher characteristics that best explains the achievement differences that are observed among schools using two-level Hierarchical Linear Modeling (HLM). It is found that participation to professional development programs regarding information technologies and increased school emphasis on academic success as perceived by teachers have statistically significant effects on schools mean science achievements. Similarly, it is found that collaboration among teachers and teachers' gender have statistically significant effects on schools mean science achievements.