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Journals / Kuramsal Eğitimbilim Dergisi / 2026 / Cilt: 15 Sayı: 2

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

Öğretmen Kalitesi ve Çalışma Koşullarının TIMSS 2019 Matematik Başarısındaki Rolü

Elif Sezer(BURSA ULUDAĞ ÜNİVERSİTESİ, EĞİTİM FAKÜLTESİ)0000-0002-7302-2724
Mehtap Çakan(GAZİ ÜNİVERSİTESİ, GAZİ EĞİTİM FAKÜLTESİ)0000-0001-6602-6180
Pages
395–419
Publication Date
2022-04-22
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AI Summary & Key Takeaways

AI Insight
⚡ TL;DR(Too Long; Didn't Read)

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).

📌 3 Key Takeaways

🎯
Objective & Hypothesis:This correlative study examined the role of teacher qualities and working conditions in 4th and 8th-grade Turkish students’ mathematics achievement in TIMSS 2019.
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Key Findings & Data: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.
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Conclusion & Impact: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).
🔬Design:Survey & Empirical Study
📍Scope:2019 Verileri
⚙️Variables:öğretmen kalitesi · çalışma koşulları · matematik

Abstract

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.

Özet

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.

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Cite This Article

Sezer, E., Çakan, M. (2022). Role of Teacher Quality and Working Conditions in TIMSS 2019 Mathematics Achievement. Kuramsal Eğitimbilim Dergisi, Cilt: 15 Sayı: 2, 395–419. https://doi.org/10.30831/akukeg.971286

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