Teaching quality and student achievement inequalities in low- and middle-income countries: A hierarchical linear model analysis

Abstract

Teaching quality is associated with student achievement, though the strength of this association may vary. This study employs hierarchical linear modeling using PISA-D data to examine the association between teaching quality (teacher support, classroom management, and cognitive support) and mathematics achievement, while disaggregating the analysis by student gender and socioeconomic status (SES). Our findings indicate that cognitive support is negatively associated with student achievement in Ecuador, with no significant association in Cambodia, Guatemala, Honduras, Paraguay, Senegal, or Zambia. Additionally, we found a positive association between classroom management and mathematics in Cambodia, Ecuador, Honduras, and Zambia, but no association in other countries. Similarly, teacher support showed a negative association with mathematics in Ecuador and Honduras, but no significant association in other countries. Beyond these direct associations, our findings suggest that the influence of teaching quality may vary across student gender and SES. We also discuss the policy implications of these findings.