Did the Characteristics of Kosovar Teachers Influence the Results of Students in TIMSS 2019? Findings from the Performance of Kosovar Students in TIMSS 2019
Abstract
:1. Introduction
“Effective professional development is continuous, includes training, practice, and feedback, and provides the right time and follow-up support. Successful programs involve teachers in learning activities that are similar to those they will use with their students and encourage the development of teacher-learning communities ”(OECD 2009).
2. Materials and Methods
2.1. The Hypothesis
2.2. Research Methods
2.3. Respondents
2.4. Instruments
3. Results
3.1. The Performance of Kosovar Students in TIMSS 2019
3.2. How Much Influence Do the Teachers’ Characteristics Have on the Students’ Results?
3.3. Professional Development of Teachers Compared with Average Scores of Students in Mathematics and Science
4. Discussion
5. Conclusions
Author Contributions
Funding
Institutional Review Board Statement
Informed Consent Statement
Data Availability Statement
Acknowledgments
Conflicts of Interest
References
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Teacher’s valid sample (N 192) | Male | Female |
23.5% | 76.5% | |
Math (Average scores of students on the test) | 453.3 | 447.0 |
Science (Average scores of students on the test) | 402.1 | 416.3 |
Years of teaching (Mean) | 16.3 | |
Years of teaching (Mode) | 10 | |
Highest formal level of education completed by teachers | ||
1. No upper secondary | 0.0% | |
2. Upper secondary | 6.1% | |
3. Post-secondary, non-tertiary | 0.6% | |
4. Short-cycle tertiary | 9.0% | |
5. Bachelor’s or equivalent | 76.6% | |
6. Master’s or equivalent | 7.6% | |
7. Doctor or equivalent | 0.0% |
Age of Teachers | ||||||
---|---|---|---|---|---|---|
Student scores on TIMSS 2019 | Under 25 (6.4%) | 25–29 (11.8%) | 30–39 (28.0%) | 40–49 (24.4%) | 50–59 (15.5%) | 60 or more (13.9%) |
Students’ scores in mathematics (average) | 426.4 | 439.3 | 452.5 | 451.2 | 451.6 | 424.2 |
Students’ scores in science (average) | 394.2 | 406.8 | 420.0 | 423.7 | 421.6 | 388.4 |
How Would You Characterize Each of the Following within Your School? | Students’ Scores in Math and Science (TIMSS 2019) | ||
---|---|---|---|
Math | Science | ||
My degree of success in implementing the school’s curriculum | Very high | 450.7 | 418.0 |
High | 441.2 | 409.8 | |
Medium | 444.1 | 414.8 | |
Low | 416.4 | 383.6 | |
Very low | - | - | |
I understand the curricular goals of the school | Very high | 450.5 | 418.4 |
High | 440.3 | 408.0 | |
Medium | 445.7 | 416.9 | |
Low | 416.4 | 383.6 | |
Very low | - | - | |
My expectations for student achievement | Very high | 437.6 | 403.2 |
High | 447.2 | 416.4 | |
Medium | 446.1 | 418.1 | |
Low | - | - | |
Very low | - | - |
How Would You Characterize Each of the Following within Your School? | Students’ Scores in Math and Science (TIMSS 2019) | ||
---|---|---|---|
Math | Science | ||
I inspire my students to learn | Very high | 442.2 | 408.8 |
High | 446.9 | 417.2 | |
Medium | 451.4 | 428.2 | |
Low | 450.6 | 426.9 | |
Very low | - | - | |
I am content with my profession as a teacher | Very high | 444.5 | 419.2 |
High | 442.2 | 412.5 | |
Medium | - | - | |
Low | - | - | |
Very low | - | - | |
I am enthusiastic about my job | Very high | 446.3 | 432.0 |
High | 415.5 | 397.5 | |
Medium | - | - | |
Low | - | - | |
Very low | |||
My work inspires me | Very high | 445.2 | 414.4 |
High | 434.1 | 400.8 | |
Medium | - | - | |
Low | - | - | |
Very low | - | - |
Teachers’ Declarations about Professional Development | During the Past Two Years, Have You Participated in Any Professional Development (PD) Training in Math? | |
---|---|---|
Yes | No | |
Mathematics content | Student scores in TIMSS 2019 compared to teachers’ statements about PD | |
447.5 | 443.7 | |
Mathematics/pedagogy instruction | 452.9 | 442.8 |
Mathematics curriculum | 445.6 | 444.4 |
Integrating technology into mathematics instruction | 441.7 | 445.5 |
Improving students’ critical thinking or problem-solving skills | 447.2 | 443.1 |
Mathematics assessment | 446.0 | 444.0 |
Addressing individual students’ needs | 448.4 | 443.2 |
Teachers’ Declarations about Professional Development | During the Past Two Years, Have You Participated in Any Professional Development (PD) Training in Science? | |
---|---|---|
Yes | No | |
Science content | Student scores in TIMSS 2019 compared to teachers’ statements about PD | |
418.8 | 413.5 | |
Science/pedagogy instruction | 414.2 | 412.6 |
Science curriculum | 419.3 | 413.9 |
Integrating technology into mathematics instruction | 415.6 | 413.3 |
Improving students’ critical thinking or problem-solving skills | 419.3 | 415.1 |
Science assessment | 415.7 | 413.4 |
Addressing individual students’ needs | 415.3 | 413.0 |
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Latifi, F.; Latifi, E. Did the Characteristics of Kosovar Teachers Influence the Results of Students in TIMSS 2019? Findings from the Performance of Kosovar Students in TIMSS 2019. Soc. Sci. 2022, 11, 344. https://doi.org/10.3390/socsci11080344
Latifi F, Latifi E. Did the Characteristics of Kosovar Teachers Influence the Results of Students in TIMSS 2019? Findings from the Performance of Kosovar Students in TIMSS 2019. Social Sciences. 2022; 11(8):344. https://doi.org/10.3390/socsci11080344
Chicago/Turabian StyleLatifi, Fadil, and Endrit Latifi. 2022. "Did the Characteristics of Kosovar Teachers Influence the Results of Students in TIMSS 2019? Findings from the Performance of Kosovar Students in TIMSS 2019" Social Sciences 11, no. 8: 344. https://doi.org/10.3390/socsci11080344