Conceptual Framework Of Teachers' Competence In Relation To Students' Academic Achievement

Abstract

Competence can be approached either in terms of outcomes or in terms of inputs believed to contribute to positive outcomes. Outcome-based indices of teacher competence are such things as increased test scores, or a harmonious classroom where students seem happy, engaged and well-behaved. Academic achievement (test scores) has the widespread belief that it has the most validity in indicating whether an educational institution or its teachers are excellent. One outcome indicator of teacher competence which has high psychometric advantage but which is rarely used in evaluating teachers is to ask students what they think about their teacher. A few studies have found that competence evaluations that rely heavily on elementary or secondary students' opinions are much likely to result in false positives (that is, labeling a competent teacher as incompetent). But there is an understandable general reluctance to acknowledge that children can or should be allowed to evaluate adults. While generally in favor of student ratings, it could be pointed out that these are most valid when they truly have an outcome focus, as it is easy for them to be hijacked by an input emphasis.