Predicting Teacher Effectiveness Based on Various Preservice Factors: Implications for Higher Education and the Evaluation of Teacher Preparation. Issue 1 (January 2019)

• Record Type: Journal Article
• Authors: McConnell, John R.; Bruster, Benita G.; Smith, Vicky B.
• Is Part Of: International journal of educational reform. Volume 28:Issue 1(2019)
• Page Start: 63
• Page End: 78
• Publication Date: 2019-01
• Subjects: teacher education -- teacher effectiveness -- state report card; Educational change -- Periodicals; Educational change -- United States -- Periodicals; Education and state -- Periodicals; Education and state -- United States -- Periodicals; Education, Secondary -- Periodicals; Periodicals; 379
• DOI: 10.1177/1056787918824204
• Languages: English
• ISSNs: 2631-9675

Abstract

The purpose of this study was to investigate a set of teacher-level factors that educator preparation providers (EPPs) may be examining to anticipate how effective teachers might be in the classroom. An ordinal logistic regression was performed to determine impact on teacher effectiveness, given five predictor variables: level (undergraduate vs. graduate), age, GPA, ACT, and Praxis II scores. The findings demonstrated that only level made a significant individual contribution to prediction, suggesting that undergraduate students were less likely to have higher teacher effectiveness scores than graduate students. The major implication for states may be to evaluate EPPs and their abilities to impact the quality of preservice teacher candidates separately based on whether they serve primarily undergraduate or graduate student populations.