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Abstract:
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This analysis sought to determine what effects, if any, school climate variables, in particular variables measuring a teacher's perception of their control in the classroom, had on student achievement. Utilizing data derived from the first follow-up to the National Education Longitudinal Study (NELS), the effects of a teacher's sense of control over texts and materials, content, teaching techniques, and homework on student exam scores in English, mathematics, science, and history were analyzed. Other independent climate variables included: staff cooperation, principal's support of innovation, teacher and administration conflict, parental involvement, and the degree of physical violence and theft in the school. Throughout the models, control over texts and materials was found to be the most statistically significant teacher control variable, followed by control over homework. Greater marginal impacts were generated after teacher control variables were disaggregated into varying degrees of control. While the findings of this analysis suggest a link between a teacher's perception of control and student exam scores, it fails to find any discernable patterns across models or between subjects. Further research is needed to determine the magnitude of the effect a teacher's control over the classroom has on student achievement. |