Teacher qualifications and school climate: examining their interrelationship for school improvement

Using Chicago data, we examine whether teacher qualifications and school climate are related and if so, how they interact to improve student learning. We find that schools that are advantaged in one tend to be advantaged in the other. Moreover, while collective teacher qualifications and dimensions...

Ausführliche Beschreibung

Gespeichert in:
Bibliographische Detailangaben
Veröffentlicht in:Leadership and policy in schools 2011-01, Vol.10 (1), p.84-120
Hauptverfasser: DeAngelis, Karen J, Presley, Jennifer B
Format: Artikel
Sprache:eng
Schlagworte:
Online-Zugang:Volltext
Tags: Tag hinzufügen
Keine Tags, Fügen Sie den ersten Tag hinzu!
Beschreibung
Zusammenfassung:Using Chicago data, we examine whether teacher qualifications and school climate are related and if so, how they interact to improve student learning. We find that schools that are advantaged in one tend to be advantaged in the other. Moreover, while collective teacher qualifications and dimensions of climate independently influence elementary/middle school achievement, the effects of teacher qualifications depend on the level of safety and order in schools. Each is a necessary but not sufficient condition. Thus, although NCLB has focused attention on employing highly qualified teachers, this study suggests that attention needs to be paid to schools' climates as well. (DIPF/Orig.).
ISSN:1744-5043
1570-0763
1744-5043
DOI:10.1080/15700761003660642