Esta pesquisa toma como objeto de estudo o desempenho escolar nos anos iniciais da Rede Municipal de Ensino de São Paulo. Com base em indicadores educacionais disponibilizados pelo Instituto Nacional de Pesquisas Educacionais Anísio Teixeira (INEP), reunimos uma ampla gama de informações sobre as 549 escolas municipais de São Paulo. Como revelaram inúmeras pesquisas, nacionais e internacionais, o desempenho escolar apresenta uma forte associação com o nível socioeconômico das famílias. Sem negligenciar esta dimensão do desempenho escolar, a hipótese trabalhada nesta pesquisa dizia respeito ao peso de outros fatores, descritos na literatura como efeito-escola e efeito-professor. Na primeira etapa do trabalho, procedemos à coleta das estatísticas e examinamos a distribuição dos novos indicadores educacionais (INEP, 2014) na Rede Municipal de Ensino de São Paulo. Em seguida, recorremos a uma Análise de Componentes Principais (ACP), visando produzir uma representação, à uma só vez, multidimensional e sintética do conjunto das escolas municipais de São Paulo. Como esperado, os resultados evidenciaram, no primeiro eixo, uma correlação entre desempenho escolar e nível socioeconômico das famílias. A segunda componente principal expressa uma correlação que traz à tona a importância dos novos indicadores educacionais para a compreensão dos resultados escolares. As demais componentes principais revelam a contribuição de fatores propriamente escolares para a explicação do êxito escolar / This research takes as its object of study school performance in the early years of the Municipal Education Network of São Paulo. Based on educational indicators provided by the National Institute of Education Research Anísio Teixeira (INEP), we gathered a wide range of information about 549 municipal schools from São Paulo. As evidenced by numerous, national and international researches, school performance has a strong association with the socioeconomic level of families. Without neglecting this dimension of school performance, the hypothesis worked on in this research related to the weight from other factors, described in the literature as \"school-effect\" and \"teacher-effect\". In the first step of the research, we proceeded to collect statistics and examined the distribution of the new educational indicators (INEP, 2014) on the Municipal Education Network of São Paulo. Then, we referred to a Principal Components Analysis (PCA), aiming to produce a multidimensional and synthetic representation from all municipal schools in São Paulo. As expected, the results showed, on the first axis, a correlation between school performance and socioeconomic level from families. The second major component expresses a correlation that brings to light the importance of the new educational indicators for the school outcomes understanding. The other main components reveal the contribution of school-based factors for the school success explanation

The purpose of this study is to investigate the effects of mathematics teacher and classroom characteristics on students&rsquo / mathematics achievement across Turkey,European Union countries and the other candidate countries by analysing the data collected from student and teacher background questionnaire and mathematics achievement test in the Third International Mathematics and Science Study (TIMSS-R). Mathematics teacher characteristics were divided into three groups as teacher&rsquo / s background variables, teacher&rsquo / s instructional practices and class characteristics. Except Cyprus, in all the other countries, there was sufficient amount of between-class variance to build explanatory models. After home educational resources (HER) of students was taken as a control variable, explanatory models were built by using Hierarchical Linear Modeling (HLM). The amount of variance explained by the full model ranged from 26 % in Romania to 74 % in Netherlands. There were substantial differences among the countries, especially in the teacher&rsquo / s instructional practices. It was found that mean of HER had high effect on student mathematics achievement in all the countries except Romania. It is recommended that the factors that were found to have significant effects on student learning should be explored in experimental settings.

The purpose of this quantitative study was to investigate the factors that influence the morale levels of teachers in the public school systems of 3 contiguous counties in rural northeast Tennessee. The level of teacher morale was measured using the Purdue Teacher Opinionaire. Data associated with the Tennessee Value-Added Assessment System (TVAAS) teacher effect score, grade level taught, years of service, gender, and level of education were gathered. The morale score and the teacher effect score were then examined to ascertain if there was a relationship with the other factors. Data from this study were examined using the Statistical Process for Social Sciences (SPSS) data analysis program. By determining if there was a relationship between teacher morale and factors such as Tennessee TVAAS teacher effectiveness scores, grade level taught, years of service, gender, and level of education, further research could be completed related to indentifying and improving the morale of teachers in rural northeast Tennessee. Improved teacher morale might increase student learning. The sample for this study consisted of 209 licensed teachers who were employed in rural northeast Tennessee during the 2011-2012 school year. Four research questions were used to direct the study and 20 hypotheses were used to test the data. The findings revealed that the overall level of teacher morale was significantly positive. There was not a significant relationship found between teacher morale levels and the TVAAS teacher effect scores. There was no significant difference in teacher effect scores by years of experience nor by level of education. A significant relationship was found between TVAAS teacher effect scores and the grade level taught. It appears individuals who teach at the secondary level had significantly lower TVAAS teacher effect scores than teachers who teach at the elementary and middle levels. There was not a significant relationship found between teacher morale level and the teachers' levels of education and gender. However, there was a significantly negative relationship between teacher morale level and teachers' years of experience. A significantly negative difference was also found in the relationship between teacher morale level and grade level taught.

Divers acteurs éducatifs dénoncent une baisse du niveau des élèves des écoles primaires en République démocratique du Congo (RDC) au cours de la dernière décennie. Certains parlent de « déliquescence qualitative » (Mokonzi, 2015, p. 5) et évoquent le vieillissement du corps enseignant comme une des causes de cette baisse de niveau. Ce jugement sans base factuelle a été l’élément déclencheur de notre recherche. Celle-ci vise à déterminer l’effet de l’ancienneté professionnelle des enseignants sur les performances des élèves et à identifier les autres facteurs susceptibles de les influencer dans les écoles primaires en RDC. En nous référant à la modélisation de Huberman (1989) qui divise la carrière enseignante en cinq phases, nous analysons l’effet de l’ancienneté professionnelle sur les performances des élèves en RDC. Notre étude s’appuie sur les données recueillies lors de l’évaluation internationale PASEC2019 à laquelle 14 pays, dont la RDC, ont participé. Le sous-échantillon de la RDC est constitué de 4380 élèves de 6e année, inscrits dans 246 écoles, et de 1844 enseignantes et enseignants. Les analyses de variance et de régression linéaire multiple révèlent qu’il existe une association statistiquement significative entre l’ancienneté professionnelle du personnel enseignant et les résultats des élèves aux tests de lecture et de mathématiques. Plus précisément, l’ancienneté exerce un effet positif au début de la carrière, mais celui-ci diminue progressivement à partir de la septième année et disparait quasiment dans les dernières années de la carrière. / Over the last decade, various key actors in the educational sector of the Democratic Republic of the Congo (DRC) have decried the decline or degradation of learning outcomes among primary school pupils in the country. For some, one of the causes of this “qualitative deliquescence” (Mokonzi, 2015, p. 5) is the ageing of the teaching staff. This critique, though without factual basis, is the trigger for this research. Its aim is to determine the effects of teachers’ years of professional experience (professional age) on pupils’ academic performance, and to identify other factors likely to influence this performance in primary schools in the DRC. With reference to Huberman's (1989) modeling, which divides the teaching career into five phases, we analyzed data collected during the international PASEC2019 evaluation, in which 14 countries, including the DRC, participated. The Democratic Republic of the Congo’s subsample consisted of 4380 pupils of grade 6 enrolled in 246 schools, and 1844 teachers. The analysis of variance and multiple linear regression revealed that there is a statistically significant association between teachers' years of professional experience and students’ performance in reading and in mathematics. Specifically, the number of years of professional experience has a positive effect at the beginning of a teacher’s career but this effect decreases progressively from the seventh year and practically disappears during the last years of the career.

Cette recherche a eu lieu au Qatar, pays du Golfe persique, où une vaste réforme du système éducatif est entreprise. Notre premier objectif dans cette étude a été d'examiner l'évolution des programmes de formation continue des enseignants des écoles dites indépendantes tels qu'offerts par la seule université nationale, Qatar University, et précisément par le College of Education (CED). Notre intérêt pour les programmes du CED est qu'ils y ont introduit progressivement un processus de suivi sur le terrain des pratiques. Notre deuxième objectif a été d'étudier les changements qu'ont pu apporter le suivi appliqué à l'un des programmes de formation continue en 2009-10 au niveau des pratiques d'enseignement et de la motivation et participation des élèves en classe. La collecte d'information s'est basée sur des documents, des questionnaires d'évaluation d'ateliers et de sessions de suivi, des observations de classes et des entretiens. Les résultats ont montré que le processus de suivi organisé au sein du programme de formation continue a amélioré les performances des enseignants et la participation des élèves en classe, montrant aussi la nécessité d'avoir une gestion pédagogique au niveau du leadership et des enseignants d'une part, et la nécessité de renforcer la coopération entre écoles et universités d'autre part. Par contre, l'effet escompté sur l'orientation professionnelle des élèves n'a pu être confirmé. Les résultats ont permis de faire quelques recommandations pour d'autres recherches, entre autres une étude qui examinerait l'effet­ établissement pour le développement d'une culture d'organisation apprenante et une autre étude sur un partenariat écoles-universités. / This research was done in the State of Qatar, located in the Gulf Region where a substantial reform begun few years ago. The first objective of this study was to explore the evolution of teachers' professional development programs (PD) offered by the sole national university in the country, Qatar University, and mainly by the College of Education (CED), to the so called Independent Schools. Our interest was specifically related to the progressive introduction of a follow-up process in CED professional development programs. The second objective was to study changes that the follow-up process could have carried out regarding independent school teachers’ practices and students' motivation and participation in class. Data were collected through documents, interviews, questionnaires and class observations. The results show that the follow-up process as planned within the PD program improved teachers’ performances to a good extent as well as students participation in class; results also show the need to reinforce instructional leadership and teachers’ effect on learning on one side, and the need to strengthen the cooperation between the schools and the university on the other side. However, the effect on students' future orientations could not be confirmed. The findings of this study helped to draw conclusions and provide a base for recommendations for further research such as the impact of instructional leadership on the development of a learning organization culture, and partnership between schools and universities.