Pomiar wpływu nauczyciela na osiągnięcia szkolne uczniów

Dostęp do publikacji jest możliwy w Archiwum UJ

This is an introductory paper to three journal articles which make the core of my doctoral thesis. It sets a context for these three articles and provides an overview of the most crucial individual (students' self-efficacy beliefs and motivation), family (parental support), and school-level (peer effect) student achievement drivers. As teachers interact with all these factors, they play a central role in the mechanism of boosting student achievement. From the perspective of this overview and my own analyses, I concluded that neither teachers' characteristics nor their teaching practices are strong teacher effectiveness predictors. It is more likely influenced by psychological constructs, which present certain challenges to be accurately measured. The series of three articles was devoted to establishing the degree that teacher effectiveness varies across classes in Polish schools as well as provide sound insights into the factorial structure of teachers' self-efficacy beliefs and job burnout. Together, these are considered as important psychological constructs which shape the mechanism of teachers' influence on student achievement.