This study uses data from the Trends in International Mathematics and Science Study (TIMSS) 2019 to examine how teacher quality affects students’ academic performance. The research focuses at how teacher characteristics-like formal education, years of experience, confidence in the classroom, and work satisfaction- affect fourth- and eighth- grade students’ performance in reading, science, and mathematics across 60 nations. In order to examine the hierarchical data structure of students nested within classes and schools, the methodology applies quantitative approach that combines correlation, regression, and multilevel modeling using Statistical Package for Social Sciences (SPSS) version 23. The results demonstrate that while job satisfaction and confidence in teaching science unexpectedly exibits negative relationships, indicating possible training and support gaps, beter formal education and more teaching experience positively predict student achievement with highest benefits in reading. Variations by subject emphasize the necessity of specialized tecahing methods. A small percentage of the variance is explained by the study, suggesting that other elements such as educational resources, are equally important. In order to match confidence with successful practice, these insights encourage improved teacher education standards, retention assistance, and focused professional development. Finally, to get a deeper understanding and guide policies that maximize teacher quality and advance fair education results, future research should include qualitative and longitudinal data.
Păun et al. (Tue,) studied this question.
Synapse has enriched 5 closely related papers on similar clinical questions. Consider them for comparative context: