High-Quality Teachers in Low-Quality Schools: Understanding the Variation in Teaching Quality in Low-Achieving Chilean Schools
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| Title: | High-Quality Teachers in Low-Quality Schools: Understanding the Variation in Teaching Quality in Low-Achieving Chilean Schools |
|---|---|
| Language: | English |
| Authors: | Rosario Escribano (ORCID |
| Source: | School Effectiveness and School Improvement. 2024 35(3):253-272. |
| Availability: | Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals |
| Peer Reviewed: | Y |
| Page Count: | 20 |
| Publication Date: | 2024 |
| Document Type: | Journal Articles Reports - Research |
| Education Level: | Elementary Education |
| Descriptors: | Foreign Countries, Educational Quality, Teacher Effectiveness, Low Achievement, Public Policy, Educational Research, Elementary Schools, Elementary School Teachers, Teaching Methods, Educational Practices, Behavior Problems, Educational Environment, Profiles, Teacher Characteristics, Correlation |
| Geographic Terms: | Chile |
| DOI: | 10.1080/09243453.2024.2385931 |
| ISSN: | 0924-3453 1744-5124 |
| Abstract: | The aim of this study is to understand the strengths and weaknesses of schools and provide inputs to better inform both research and public policies. To address this aim, 258 low-achieving Chilean primary schools and their 1,266 teachers were analysed. On the basis of a multilevel latent class analysis, we found four profiles of teaching practices. The proportion of teachers in the high-quality teacher category is unexpectedly high (38.37%), followed by the low-quality (25.61%), content-oriented (18.91%), and climate-oriented (17.12%) categories. Finally, several school-level variables were tested to explore the link between school practices and teaching quality categories. The results show that the quality of the school's teaching practices related to their support for behavioural issues is associated with the probability of teachers belonging to the low-quality or climate-oriented categories. These findings can be valuable for policymaking, as they call for the development of strategies that strengthen teachers' capacities within schools. |
| Abstractor: | As Provided |
| Entry Date: | 2024 |
| Accession Number: | EJ1438694 |
| Database: | ERIC |
| Abstract: | The aim of this study is to understand the strengths and weaknesses of schools and provide inputs to better inform both research and public policies. To address this aim, 258 low-achieving Chilean primary schools and their 1,266 teachers were analysed. On the basis of a multilevel latent class analysis, we found four profiles of teaching practices. The proportion of teachers in the high-quality teacher category is unexpectedly high (38.37%), followed by the low-quality (25.61%), content-oriented (18.91%), and climate-oriented (17.12%) categories. Finally, several school-level variables were tested to explore the link between school practices and teaching quality categories. The results show that the quality of the school's teaching practices related to their support for behavioural issues is associated with the probability of teachers belonging to the low-quality or climate-oriented categories. These findings can be valuable for policymaking, as they call for the development of strategies that strengthen teachers' capacities within schools. |
|---|---|
| ISSN: | 0924-3453 1744-5124 |
| DOI: | 10.1080/09243453.2024.2385931 |
