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Research has accumulated on the effects of teachers on student achievement, especially in mathematics. However, empirical evidence regarding the impact of formal teacher competence indicators presents a mixed picture. This study explores the influence of educational level, subject – and grade-specific specialization, teaching experience, and professional development as indicators of formal teacher competence on student mathematics achievement in grade 4 in Sweden. Utilizing data from TIMSS 2019, the study employs confirmatory factor analysis and multilevel structural equation modeling to also test a latent model of formal teacher competence. Results reveal a positive relationship between formal teacher competence and students' mathematics achievement, even after controlling for students' socio-economic status and immigration background. Additionally, selection effects were found, suggesting that students in classrooms with a more advantaged composition had more competent teachers. The study underscores the need for an equitable distribution of qualified teachers across schools, highlighting implications for teacher specialization and allocation.
Lindström et al. (Tue,) studied this question.