School Effectiveness in Developing Countries - A Summary of the Research Evidence

		direction of relationships
		+	0	-
demographic and background variables
1.	teacher sex
	male	12	1	-
	female	⁹	6	-
2.	teacher age	³	3	-
3.	teacher SES	²	1	-
4.	frequency of English in teacher childhood home	-	1	-
5.	expatriate teachers	2	11	-
qualification variables
6.	t. educational attainment	4	7	-
7.	t. credentials/certification	21	18	2
8.	t. ability/achievement	5	3	1
9.	teacher experience	7	3	4
10.	teacher salary	3	-	-
11.	t. upgrading programs	3	-	-
teacher behaviour/attitudes
12.	t. expectations of students	4	-	-
13.	teaching methods (TV, microteaching, programmed instruction)	6	-	-
14.	t. absenteeism/punctuality	-	2	-
15.	t. attitudes toward job	2	4	-
16.	t. behavior (lesson prep. & homework assignment)	10	9	1

These data need to be interpreted with some care. The research was conducted over a
decade ago, and there may be doubts about the methodology of some studies, or of the
stability (over time) of the findings. There is little information about the strength of the
relationships, or about the relative importance of the teacher variables considered.
Guthrie (1982), in a meta-analysis, argued that there is considerable support for the
hypothesis that there is a positive relationship between teachers' general education and
professional training as independent variables and teachers' performance as dependent
variable. However the exact nature of the relationship is complex and varies
considerably between different educational and cultural contexts. Guthrie noted that

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