Abstract
Teacher effectiveness is a process of measuring teaching quality based on quality indicators. High
quality teachers are required to demonstrate frequent performance on quality indicators. The
purpose of this study was to measure the relationship between teacher effectiveness score and
student achievement at secondary school level. Using the multistage sampling technique, 40 high
schools (20 male and 20 female) were selected as strata. Later, all 2000 students of grade 9 of
these 40 schools in District Okara were sampled. A School Teacher Effectiveness Questionnaire
(STEQ) Developed and validated by Akram (2018) was adopted for this study to measure teacher
effectiveness. The STEQ was found to be highly reliable (α=.88). Student achievement scores in
English and Mathematics of these students were also collected from respective schools. Pearson
correlation was used to measure the relationship between teacher effectiveness and student
achievement. The study found moderate positive significant relationship between teacher
effectiveness score and student achievement. Learning environment demonstrated highest
relationship with student achievement in English and Mathematics, followed by effective
communication. Multiple regression analysis revealed that 32 percent of variance in student
achievement in English and 12 percent of variance in student achievement in Mathematics was
explained by teacher effectiveness scores. Further, male and female students did not significantly
differ on their perceptions of their teachers’ effectiveness. The study provides evidence of validity
and reliability of STEQ leading the idea that secondary school students can validly measure
teacher effectiveness scores. Limitation includes private tuition that can contribute to student
achievement. The study implied that student ratings can be used as a supplement data source of
measuring teacher quality.
Muhammad Akram. (2019) Relationship between Students’ Perceptions of Teacher Effectiveness and Student Achievement at Secondary School Level, Bulletin of Education & Research, Volume 41, Issue 2.
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