Teacher relationship skills and student learning

Maximiliaan W.P. Thijssen, Mari Rege and Oddny J. Solheim

Economics of Education Review, 2022, vol. 89, issue C

Abstract: Despite extensive evidence on variation in teacher value-added, we have a limited understanding of why some teachers are more effective in promoting human capital than others. Using rich, high-quality data from Norway, we introduce and validate a new approach to measuring teachers’ overall capacity to form positive relationships in the classroom, relying on student survey items previously developed and validated (at the student level) in the education literature. We denote this measure as teacher relationship skills. We find that teacher relationship skills are highly stable over time. Furthermore, there is not only substantial variation in teacher quality, as measured by students’ learning outcomes conditional on past achievement, but also in teacher relationship skills, even within the same school. Finally, by relying on as-good-as random assignment of students to classes, we show that teacher relationship skills affect student learning.

Keywords: Educational economics; Human capital; Teacher quality; Teacher relationship skills; Academic achievement; And social-emotional skills (search for similar items in EconPapers)
JEL-codes: H75 I21 J24 (search for similar items in EconPapers)
Date: 2022
References: View references in EconPapers View complete reference list from CitEc
Citations: View citations in EconPapers (2)

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Persistent link: https://EconPapers.repec.org/RePEc:eee:ecoedu:v:89:y:2022:i:c:s0272775722000280

DOI: 10.1016/j.econedurev.2022.102251

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