TEACHER EFFECTIVENESS AND STUDENT OUTCOMES: A CROSS-LEVEL ANALYSIS OF ELEMENTARY AND SECONDARY SCHOOLS

Abstract

The purpose of this study was to examine the impact of teacher effectiveness on student achievement at the elementary and secondary school levels. A quantitative research design was employed, and data were collected from 300 students using a structured questionnaire. The study measured various aspects of teacher effectiveness, including subject knowledge, communication skills, classroom management, and instructional strategies, alongside student academic performance in mathematics, science, and English. Data analysis involved descriptive statistics, Pearson correlation, linear regression, and independent samples t-tests. The results revealed a strong positive correlation between teacher effectiveness and student achievement (r = .860, p < .001), indicating that higher levels of perceived teacher effectiveness were associated with better student academic outcomes. Regression analysis further confirmed that teacher effectiveness significantly predicts student achievement. No significant differences were found between elementary and secondary school students regarding perceptions of teacher effectiveness or academic achievement. The study concludes that enhancing teacher effectiveness is crucial for improving student performance across educational levels. It recommends continuous professional development, mentoring programs, and the adoption of student-centered teaching approaches to further support effective teaching practices. Limitations related to geographic scope and the use of self-reported data were acknowledged, and suggestions for future research were provided.