Relationship between Students’ Perceptions of Teacher Effectiveness and Student Achievement at Secondary School Level

Oct 15, 2026

Teacher effectiveness is evaluated through quality indicators, and high-quality teachers are expected to consistently demonstrate strong performance on these indicators. This study measures the relationship between teacher effectiveness scores and student achievement at secondary school level. Multistage sampling selected 40 high schools (20 male, 20 female) and 2000 grade-9 students in District Okara. A validated School Teacher Effectiveness Questionnaire (STEQ) measured teacher effectiveness (α=.88), while English and Mathematics achievement scores were collected from schools. Pearson correlation and multiple regression showed moderate positive significant relationships, with learning environment highest for both subjects.

LanguageEnglish

CategoryResearch & Report

FormatPDF

Pages16

Reading Time40 min

AccessFree to download

Abstract

Introduction

Teacher effectiveness and evaluation

Accountability and teacher impact

Multiple data sources and student surveys

Teacher evaluation in Punjab and Pakistan standards

Relationship between Students’ Perceptions of Teacher Effectiveness and Student Achievement at Secondary School Level Muhammad Akram * 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. Keywords: Teacher effectiveness, student achievement, instructional strategies, communication, and classroom assessment. *Assistant Professor, Division of Education, University of Education, Lahore, Pakistan. [Email: makram@ue.edu.pk](Email: makram@ue.edu.pk) Introduction Evaluating teaching is a formal and organized process of identifying effective teachers. High quality teachers demonstrate myriad skills and consistently struggle for maximizing student performance (Akram, 2018; Akram & Zepeda, 2015) . A plethora of research tells that effective teachers exhibit competence in subject matter, use varying instructional strategies, demonstrate knowledge of assessment, and contribute to student growth (Akiri, 2013; Akram, 2018; Ellett & Teddlie, 2003; Markley, 2004; Stronge & Tucker, 2000; Wright, Horn, & Sanders, 1997) . The demand for accountability in education has moved from managing finance program to increasing excellence in teaching learning process (Darling-Hammond, Wise,& Pease, 1983) . The research has evidenced that effective teachers can contribute up to 50 percentile difference in student achievement as compared to less effective teachers (Sanders & Rivers, 1996) . It is important, therefore, to identify effective teachers to ensure quality teaching and giving children their birthright of quality education. Teacher effectiveness can best be judged through teacher evaluation which has gained considerable attention of the policymakers during the last decade. Teacher performance evaluation offers teachers a tool for an improvement in student learning (Akram, 2018; Akram & Zepeda, 2015; Peterson, 2000; Stronge & Tucker, 2003) . Multiple data sources such as classroom walkthroughs, portfolios, self-assessment, peer appraisal, and head teachers’ evaluations have historically been used to evaluate teachers (Stronge, 2006) . Student surveys are one of the important measures used to evaluate teache

FAQs

What was the purpose of the study?

To measure the relationship between teacher effectiveness scores and student achievement at the secondary school level.

How was teacher effectiveness measured?

Through the School Teacher Effectiveness Questionnaire (STEQ) developed and validated by Akram (2018).

What did the analysis show about the relationship between teacher effectiveness and achievement?

Teacher effectiveness showed a moderate positive significant relationship with student achievement, with learning environment having the highest relationship for both English and Mathematics.

Oct 15, 2026

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