Which among class Management, Pedagogical, personal or Technical in online teaching best predict the challenges for teachers?
which SPSS test can better answer this question
Answers
Answer:
Research has focused predominantly on how teachers affect students’ achievement on tests despite evidence that a broad range of attitudes and behaviors are equally important to their long-term success. We find that upper-elementary teachers have large effects on self-reported measures of students’ self-efficacy in math, and happiness and behavior in class. Students’ attitudes and behaviors are predicted by teaching practices most proximal to these measures, including teachers’ emotional support and classroom organization. However, teachers who are effective at improving test scores often are not equally effective at improving students’ attitudes and behaviors. These findings lend empirical evidence to well-established theory on the multidimensional nature of teaching and the need to identify strategies for improving the full range of teachers’ skills.
Keywords: teacher effectiveness, instruction, non-cognitive outcomes, self-efficacy, happiness, behavior
1. Introduction
Empirical research on the education production function traditionally has examined how teachers and their background characteristics contribute to students’ performance on standardized tests (Hanushek & Rivkin, 2010; Todd & Wolpin, 2003). However, a substantial body of evidence indicates that student learning is multidimensional, with many factors beyond their core academic knowledge as important contributors to both short- and long-term success.1 For example, psychologists find that emotion and personality influence the quality of one’s thinking (Baron, 1982) and how much a child learns in school (Duckworth, Quinn, & Tsukayama, 2012). Longitudinal studies document the strong predictive power of measures of childhood self-control, emotional stability, persistence, and motivation on health and labor market outcomes in adulthood (Borghans, Duckworth, Heckman, & Ter Weel, 2008; Chetty et al., 2011; Moffitt et. al., 2011). In fact, these sorts of attitudes and behaviors are stronger predictors of some long-term outcomes than test scores (Chetty et al., 2011).
Consistent with these findings, decades worth of theory also have characterized teaching as multidimensional. High-quality teachers are thought and expected not only to raise test scores but also to provide emotionally supportive environments that contribute to students’ social and emotional development, manage classroom behaviors, deliver accurate content, and support critical thinking (Cohen, 2011; Lampert, 2001; Pianta & Hamre, 2009). In recent years, two research traditions have emerged to test this theory using empirical evidence. The first tradition has focused on observations of classrooms as a means of identifying unique domains of teaching practice (Blazar, Braslow, Charalambous, & Hill, 2015; Hamre et al., 2013).