Context Matters: Exploring the Drivers of Adolescent Reading Achievement Through Teacher and School Factors

Nirmal Ghimire and Kouider Mokhtari

Journal of Education and Training Studies, 2025, vol. 13, issue 3, 53-68

Abstract: This study examined relationships between teacher characteristics, school, and average school reading achievement using 2018 PISA data from U.S. schools. Multiple regression analyses revealed that teaching experience and formal teacher education were positively associated with school-level reading scores, while part-time teacher status unexpectedly showed positive associations. Among school variables, the percentage of teachers with master’s degree demonstrated strong positive associations with reading achievement, whereas the percentage of certified teachers showed a negative trend. School variables collectively explained substantially more variance (13.1%) than teacher characteristics (3.3%), with combined model explaining 15.9%. These findings highlight the complex interplay between teacher attributes and school contexts in relation to reading achievement, though ecological limitations prevent causal inferences. The results highlight the importance of considering both individual teacher factors and broader school characteristics when examining adolescent literacy development.

Date: 2025
References: Add references at CitEc
Citations:

Downloads: (external link)
https://redfame.com/journal/index.php/jets/article/download/7601/6911 (application/pdf)
https://redfame.com/journal/index.php/jets/article/view/7601 (text/html)

Related works:
This item may be available elsewhere in EconPapers: Search for items with the same title.

Export reference: BibTeX RIS (EndNote, ProCite, RefMan) HTML/Text

Persistent link: https://EconPapers.repec.org/RePEc:rfa:jetsjl:v:13:y:2025:i:3:p:53-68

Access Statistics for this article

More articles in Journal of Education and Training Studies from Redfame publishing Contact information at EDIRC.
Bibliographic data for series maintained by Redfame publishing ().