The Impact of Teacher Quality on Student Motivation, Achievement, and Persistence in Science and Mathematics

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dc.citation.articleNumber649en_US
dc.citation.issueNumber10en_US
dc.citation.journalTitleEducation Sciencesen_US
dc.citation.volumeNumber12en_US
dc.contributor.authorEkmekci, Ademen_US
dc.contributor.authorSerrano, Danya Marieen_US
dc.contributor.orgRice University School Mathematics Project (RUSMP)en_US
dc.date.accessioned2022-12-13T19:11:17Zen_US
dc.date.available2022-12-13T19:11:17Zen_US
dc.date.issued2022en_US
dc.description.abstractScience, technology, engineering and mathematics (STEM) fields occupy a significant role in human prosperity and advancement. This study explores the factors affecting student STEM outcomes. Traditionally, the associations of students’ own motivational or cognitive inputs to their STEM career outcomes have been investigated before. Similarly, association of teacher quality to student achievement outcomes have been made before. This paper presents a novel approach by introducing teacher quality as the contextual factor within the social cognitive career theoretical (SCCT) model using a comprehensive and robust model for teacher quality including teachers’ motivation, qualifications, and self-reported practices. This study examines the extent to which high school students’ mathematics and science teachers’ beliefs, professional background, and instructional practices relate to students’ motivation, achievement, and future career plans in STEM using a nationally representative, large dataset: High School Longitudinal Study 2009. The results indicate that science and mathematics teachers’ professional background, motivational beliefs, and self-reported instructional practices have significant impact on students’ motivation, persistence, and achievement outcomes in science and mathematics. No direct impact of teacher factors on STEM career plans are found; however, students motivational and achievement outcomes (impacted by teacher factors) do have significant impact on students’ career plans in STEM.en_US
dc.identifier.citationEkmekci, Adem and Serrano, Danya Marie. "The Impact of Teacher Quality on Student Motivation, Achievement, and Persistence in Science and Mathematics." <i>Education Sciences,</i> 12, no. 10 (2022) MDPI: https://doi.org/10.3390/educsci12100649.en_US
dc.identifier.digitaleducation-12-00649en_US
dc.identifier.doihttps://doi.org/10.3390/educsci12100649en_US
dc.identifier.urihttps://hdl.handle.net/1911/114096en_US
dc.language.isoengen_US
dc.publisherMDPIen_US
dc.rightsThis article is an open access article distributed under the terms and conditions of the Creative Commons Attribution (CC BY) license (https://creativecommons.org/licenses/by/4.0/).en_US
dc.rights.urihttps://creativecommons.org/licenses/by/4.0/en_US
dc.titleThe Impact of Teacher Quality on Student Motivation, Achievement, and Persistence in Science and Mathematicsen_US
dc.typeJournal articleen_US
dc.type.dcmiTexten_US
dc.type.publicationpublisher versionen_US
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