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Effect of Teacher Characteristics and School Satisfaction on Academic Achievement through Hierarchical Linear Model

  • Global Creative Leader: Education & Learning
  • Abbr : GCL
  • 2018, 8(1), pp.29-46
  • DOI : 10.34226/gcl.2018.8.1.29
  • Publisher : Research Institute for Gifted & Talented Education, Soongsil University
  • Research Area : Social Science > Education
  • Published : March 30, 2018

kim,so.young 1 Ra, Jongmin 2

1한국체육대학교
2국민대학교

Candidate

ABSTRACT

This study examines the influence of high-school students' recognition of the teacher's characteristics(teacher's morale and teaching ability) and students' satisfaction with school on the student's first-year English & Mathematics achievement scores and the growth rate during the high-school using the data gathered in 2012(wave1), 2013(wave2), 2014(wave3) by Gyeonggi Education Panel Study. In this study, we consider English and Mathematics achievement for three years in high-school as outcome variables and sex, students' degree of comprehension of English and Mathematics class, household income, teachers' characteristics(teacher's morale and teaching ability), and students' satisfaction with school as predictor variables. For this study, we utilize the growth model assigning the student achievement to the level-1 and students' initial scores and the rate of growth to the level-2 using Hierarchical Linear Modeling. According to the analysis of the basic model, the results reveal statistically significant in the initial English and Mathematics achievement scores and variance of the rate of the change. We found significant influence of student variables, the teacher's morale and teaching ability on the first-year English achievement scores. However, the effect of students' satisfaction with school was not statistically significant. The results indicate that only the student's school satiscation rate has statistically significant influences on the growth rate of English scores through the three years of high-school. While the teacher's morale influences significantly on the first graders' initial Mathematics scores, the effect of students' satisfaction with school does not. Through the high-school years, the teacher's teaching ability shows the statistically significant influence on the growth rate of Mathematics scores in a negative way.

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