A study about teacher quality in Chile: The role of the context where teachers work and value-added measuresUn estudio sobre la calidad docente en Chile: El rol del contexto en donde enseña el profesor y medidas de valor agregado

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dc.contributor.authorSantelices Etchegaray, María Verónica
dc.contributor.authorGalleguillos Carvajal Pilar Andrea
dc.contributor.authorGonzález J.
dc.contributor.authorTaut Marianne Sandy
dc.date.accessioned2024-06-01T08:00:08Z
dc.date.available2024-06-01T08:00:08Z
dc.date.issued2015
dc.description.abstract© 2014 by Psykhe.This paper aims to contribute to the discussion about teacher quality in Chile through two approaches: (a) one based on estimates of the value added by teachers or teacher effect on students' learning, gauged by exploring the role of teachers' characteristics and the context in which they work (school and municipality); and (b) another which seeks to predict student performance using context variables and teacher characteristics. Hierarchical linear models were used in both analyses. The data came from Chile's National Teacher Evaluation System, from the Education Quality Measurement System and the National System of Municipal Information. The sample includes a higher proportion of the poorest and richest schools compared to the total population. The results show instability in the estimation of the teacher effect, adjusting different models that incorporate control variables gradually. The analysis of students' scores shows that, among contextual variables, the school is more important than the municipality for the prediction and that, at the teacher level, only participation in professional development programs is statistically significant, with no evidence supporting the value of experience and initial education.
dc.description.funderfondecyt
dc.format.extent11 páginas
dc.fuente.origenScopus
dc.identifier.doi10.7764/psykhe.23.2.673
dc.identifier.eisbn978-84-617-5895-1
dc.identifier.eissn07182228
dc.identifier.issn07182228 07170297
dc.identifier.scopusidSCOPUS_ID:84929611316
dc.identifier.urihttps://doi.org/10.7764/psykhe.23.2.673
dc.identifier.urihttps://repositorio.uc.cl/handle/11534/86361
dc.identifier.wosidWOS:001012481400001
dc.information.autorucFacultad de Educación; Santelices Etchegaray Maria Veronica; 0000-0002-9659-8670; 83849
dc.information.autorucEscuela de Psicología; Taut Marianne Sandy; S/I; 1004744
dc.information.autorucFacultad de Economía y Administración; Galleguillos Carvajal Pilar Andrea; S/I; 171529
dc.issue.numeroart04
dc.language.isoes
dc.nota.accesoSin adjunto
dc.pagina.final254
dc.pagina.inicio233
dc.relation.ispartof9th Annual International Conference of Education, Research and Innovation (iCERi), NOV 14-16, 2016, Seville, SPAIN
dc.revistaPsykhe
dc.rightsregistro bibliográfico
dc.subjectChile
dc.subjectTeacher effect
dc.subjectTeacher quality
dc.subjectValue-added models
dc.titleA study about teacher quality in Chile: The role of the context where teachers work and value-added measuresUn estudio sobre la calidad docente en Chile: El rol del contexto en donde enseña el profesor y medidas de valor agregado
dc.typeartículo
dc.volumen24
sipa.codpersvinculados83849
sipa.codpersvinculados1004744
sipa.codpersvinculados171529
sipa.indexScopus
sipa.trazabilidadCarga WOS-SCOPUS;01-06-2024
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