Journal for Educators, Teachers and Trainers

Abstract

There is an increased focus on students�" non-academic outcomes of schooling and its long-term impact on the adolescents�" later life. Teachers are viewed as the most significant factor in schools for improving student learning and development. Little is known on effects of teacher qualifications on students�" non-academic outcomes, as this area has had little attention in previous research. The most well-known and widely used measure of non-academic outcomes in adolescence is global self-esteem (GSE). Using data from the National Educational Longitudinal Study (NELS:88) this study investigates how teacher qualifications in terms of certification, educational degree and employment status affect students�" development in GSE. Effects of teacher qualifications influence on students�" development in GSE over time is modelled using growth curve analysis. Results show that elements in teacher certification, educational degree and employment status have a minor but significant effect on students�" GSE. Some of these effects differ between boys and girls, showing that boys react positively to teachers with high levels of content knowledge, while girls react positively to teachers with a higher degree of pedagogical competences. The results indicate that students internalize teachers�" behaviour differently, as the reaction to having a part-time teacher differs across gender. Results are discussed in light of current theories of teacher quality.