This study examined the association between teacher characteristics and primary school children’s educational attainment. Additionally, it explored whether certain teacher characteristics are more important for children attending disadvantaged schools. Multilevel analyses of linked administrative data on teacher characteristics and attainment indicate socio-economic differences in children’s educational outcomes. Teacher certification and experience were associated with children’s attainment in both Mathematics and English language. Findings exploring the differential effect of teacher characteristics show that teacher certification and experience were more important for the attainment of children attending rural and public schools. The results have significant implications for teacher professional development and deployment policies to improve attainment for all learners.
Bibliographical noteFunding Information:
The authors are grateful to both the Government of Ghana and their partners for permission to use the data. All results from this research are the responsibility of the authors and do not implicate the custodians of the primary data in any way. Funding. This research relied on data from the Ghana Education Service and RTI International in collaboration with the United States Agency for International Development. This study was partly supported through the Scottish Funding Council GCRF Institutional grant awarded to ES.
© Copyright © 2020 Nyatsikor, Sosu, Mtika and Robson.
Copyright 2020 Elsevier B.V., All rights reserved.
- teacher effectiveness
- educational attainment
- teacher characteristics
- educational inequality
- disadvantaged schools
- socioeconomic disadvantage