Associations between teacher quality, instructional quality and student reading outcomes in Nordic PIRLS 2016 data
Abstract Progress in International Reading Literacy Study (PIRLS) focuses on the reading proficiency of students mostly in the fourth year of schooling. A wide selection of studies has shown that family background and early literacy activities at home have substantial associations with student achie...
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| Format: | Article |
| Language: | English |
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SpringerOpen
2022-12-01
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| Series: | Large-scale Assessments in Education |
| Subjects: | |
| Online Access: | https://doi.org/10.1186/s40536-022-00146-4 |
| _version_ | 1797977318249988096 |
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| author | Kaisa Leino Kari Nissinen Marjo Sirén |
| author_facet | Kaisa Leino Kari Nissinen Marjo Sirén |
| author_sort | Kaisa Leino |
| collection | DOAJ |
| description | Abstract Progress in International Reading Literacy Study (PIRLS) focuses on the reading proficiency of students mostly in the fourth year of schooling. A wide selection of studies has shown that family background and early literacy activities at home have substantial associations with student achievement in reading literacy. However, research focusing on teacher qualities and teaching processes is inadequate. In this study, we focus on associations of teacher quality (formal qualifications and professional identity) and instructional quality (classroom management, cognitive activation and teacher support) with cognitive and affective-motivational student outcomes (variables Reading Achievement, Students Confident in Reading, and Students Like Reading). We analyzed PIRLS 2016 data from four Nordic countries (Denmark, Finland, Norway, and Sweden), consisting altogether of 923 teachers and 17,161 students. Using path analysis, we considered selected background variables from teacher and student questionnaires in relation to the outcomes. Overall, the associations of student outcomes with teacher quality and instruction quality were found to be weak in all the countries, and there was little variation between the countries. The strongest association observed in all countries was the positive relation between Teacher Support Perceived by Students and Students Like Reading. Further, a positive Working Atmosphere in the Classroom tended to promote Reading Achievement and Students Confident in Reading. Teacher’s Specialization in reading and the language of the test was positively associated with Teacher’s Self-Efficacy in teaching reading, which in turn was related to measures of instructional quality. The implications for practice are discussed. |
| first_indexed | 2024-04-11T05:04:56Z |
| format | Article |
| id | doaj.art-1434a2e952864ef0881963280e8da419 |
| institution | Directory Open Access Journal |
| issn | 2196-0739 |
| language | English |
| last_indexed | 2024-04-11T05:04:56Z |
| publishDate | 2022-12-01 |
| publisher | SpringerOpen |
| record_format | Article |
| series | Large-scale Assessments in Education |
| spelling | doaj.art-1434a2e952864ef0881963280e8da4192022-12-25T12:23:37ZengSpringerOpenLarge-scale Assessments in Education2196-07392022-12-0110113010.1186/s40536-022-00146-4Associations between teacher quality, instructional quality and student reading outcomes in Nordic PIRLS 2016 dataKaisa Leino0Kari Nissinen1Marjo Sirén2University of Jyväskylä, Finnish Institute for Educational ResearchUniversity of Jyväskylä, Finnish Institute for Educational ResearchUniversity of Jyväskylä, Finnish Institute for Educational ResearchAbstract Progress in International Reading Literacy Study (PIRLS) focuses on the reading proficiency of students mostly in the fourth year of schooling. A wide selection of studies has shown that family background and early literacy activities at home have substantial associations with student achievement in reading literacy. However, research focusing on teacher qualities and teaching processes is inadequate. In this study, we focus on associations of teacher quality (formal qualifications and professional identity) and instructional quality (classroom management, cognitive activation and teacher support) with cognitive and affective-motivational student outcomes (variables Reading Achievement, Students Confident in Reading, and Students Like Reading). We analyzed PIRLS 2016 data from four Nordic countries (Denmark, Finland, Norway, and Sweden), consisting altogether of 923 teachers and 17,161 students. Using path analysis, we considered selected background variables from teacher and student questionnaires in relation to the outcomes. Overall, the associations of student outcomes with teacher quality and instruction quality were found to be weak in all the countries, and there was little variation between the countries. The strongest association observed in all countries was the positive relation between Teacher Support Perceived by Students and Students Like Reading. Further, a positive Working Atmosphere in the Classroom tended to promote Reading Achievement and Students Confident in Reading. Teacher’s Specialization in reading and the language of the test was positively associated with Teacher’s Self-Efficacy in teaching reading, which in turn was related to measures of instructional quality. The implications for practice are discussed.https://doi.org/10.1186/s40536-022-00146-4Reading achievementReading attitudeTeacher qualityInstructional qualityPIRLS study |
| spellingShingle | Kaisa Leino Kari Nissinen Marjo Sirén Associations between teacher quality, instructional quality and student reading outcomes in Nordic PIRLS 2016 data Large-scale Assessments in Education Reading achievement Reading attitude Teacher quality Instructional quality PIRLS study |
| title | Associations between teacher quality, instructional quality and student reading outcomes in Nordic PIRLS 2016 data |
| title_full | Associations between teacher quality, instructional quality and student reading outcomes in Nordic PIRLS 2016 data |
| title_fullStr | Associations between teacher quality, instructional quality and student reading outcomes in Nordic PIRLS 2016 data |
| title_full_unstemmed | Associations between teacher quality, instructional quality and student reading outcomes in Nordic PIRLS 2016 data |
| title_short | Associations between teacher quality, instructional quality and student reading outcomes in Nordic PIRLS 2016 data |
| title_sort | associations between teacher quality instructional quality and student reading outcomes in nordic pirls 2016 data |
| topic | Reading achievement Reading attitude Teacher quality Instructional quality PIRLS study |
| url | https://doi.org/10.1186/s40536-022-00146-4 |
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