The effects of teacher factors on different outcomes: two studies testing the validity of the dynamic model

This paper investigates the extent to which the teacher factors of the dynamic model are associated with achievement in language and mathematics at the end of pre‐primary and at the end of primary education. Stratified sampling was used to select 52 primary and 76 pre‐primary schools in Cyprus. All the students who attended the last year of the school sample were chosen. In each study, student skills in language and mathematics were measured at the beginning and at the end of school year. Quality of teaching was measured by independent observers. Almost all factors were found to be associated with achievement in language and mathematics at both phases of schooling, supporting their generic nature. Two factors (teaching modelling and orientation) were found to be associated with achievement in mathematics and language of primary students only. Differential effects of two factors (application and assessment) upon these two groups of students were identified. Implications for the development of educational effectiveness research are drawn.