A Quantitative Study: Impact of Public Teacher Qualifications and Teaching Experience on Students&#039; Academic Performance and Satisfaction

Nikki  Numeron,; Myra  Arado,; Flordelyn  Perez,

A Quantitative Study: Impact of Public Teacher Qualifications and Teaching Experience on Students' Academic Performance and Satisfaction

Nikki Numeron | Myra Arado | Flordelyn Perez

Discipline: Education

Abstract:

Student feedback is a crucial indicator of how well teachers and the educational system are performing. Maintaining high standards of quality and assessing teacher effectiveness as well as student academic performance depend on students' satisfaction. The goal of the study was to investigate the impact of public school teacher qualifications and teaching experience on students’ academic performance and satisfaction. The study was conducted at the selected elementary schools in Agusan del Sur, Philippines. It has been randomly picked based on the criteria and guidelines portrayed by the researchers. The study has utilized a quantitative research approach with a descriptive research design. The study has used a descriptive survey questionnaire. The participants in the study were 50 randomly selected public elementary teachers and another 40 randomly selected samples of students from the said schools. The reliability tests were just performed to measure the internal consistency and construct validity of the scales of the study. Furthermore, the study used a linear regression to greatly attain the main objectives of the study as well as a multiple moderation regression, known as the MMR test, to attest to the relationships between the given objectives. Based on the findings, the linear regression analysis was applied to investigate the relationship between teachers’ experience, qualifications, and the level of students’ satisfaction. It was stated on the table that the R2 value of public teacher experience was 0.512 and their qualifications were 0.611, whereas the students’ satisfaction score of 0.877 had significantly increased based on their perceived interest in the teaching methods of the teachers in the actual setting. Model 1 findings: effective knowledge sharing has been extensively researched and found to have significant effects on student satisfaction and academic performance (R2 = 0.678; p 0.000; beta coefficient = 0.694, respectively). Also, (Model 2: R2 = 0.522; p 0.000; beta coefficient = 0.759), which is significantly correlated to the level of student satisfaction Model 3: R2 = 0.711, p<0.000, and beta coefficient = 0.473, respectively, with a 95% confidence level based on the outcome. The findings show that teacher qualification predicts student satisfaction more accurately than teacher experience. The association between teachers' experience and qualifications and student satisfaction was somewhat mediated by teacher methods, skills, and knowledge-sharing efficiency.

References:

Aguinis, H. (2004). Regression analysis for categorical moderators: Guilford Press. Aldridge, S., & Rowley, J. (1998). Measuring customer satisfaction in higher education. Quality Assurance in Education, 6(4), 197-204.
Aslam, U., Rehman, M., Imram, M. I., & Muqadas, F. (2016). The Impact of Teacher Qualifications and Experience on Student Satisfaction: A Mediating and Moderating Research Model. Pakistan Journal of Commerce and Social Sciences 2016, Vol. 10 (3), 505- 524 Pak J Commer Soc Sci.
Butron, P. V. V. (2021). Responsiveness, Emotions, and Tasks of Teachers in the New Normal of Education in the Philippines. Journal homepage: www. ijrpr. com ISSN, 2582, 7421.
Chapman, D. W., Al-Barwani, T., Al Mawali, F., & Green, E. (2012). Ambivalent journey: Teacher career paths in Oman. International Review of Education, 58(3), 387- 403.
Creswell, J. W. (2013). Research design: Qualitative, quantitative, and mixed methods approach: Sage publications.
Douglas, J. A., Douglas, A., McClelland, R. J., & Davies, J. (2015). Understanding student satisfaction and dissatisfaction: an interpretive study in the UK higher education context. Studies in Higher Education, 40(2), 329-349.
Johnson, S. M., Kraft, M. A., & Papay, J. P. (2012). How context matters in high-need schools: The effects of teachers’ working conditions on their professional satisfaction and their students’ achievement. Teachers College Record, 114(10), 1-39.
Lenton, P. (2015). Determining student satisfaction: An economic analysis of the National Student Survey. Economics of Education Review, 47, 118-127.
Mendoza, E. M., Cimagala, L. C. P., Villagonzalo, A. P., Guillarte, M. C., Saro, J. M. (2022). Coping Mechanisms and Teachers' Innovative Practices in Distance Learning: Challenges and Difficulties for the Modular Teaching and Learning Approach. Psychology and Education: A Multidisciplinary Journal.
Michaelowa, K. (2002). Teacher job satisfaction, student achievement, and the cost of primary education in Francophone SubSaharan Africa: HWWA Discussion Paper.
Sekaran, U. (2014). Research methods for business: A skill building approach. John Wiley & Sons.
Sagales, J., Gonzaga, E., Gonzaga, D. & Miranda, M. (2021). Coping mechanisms of public teachers during the pandemic: an evaluative review. International Journal of Current Research, 12,(9), 13836-13839
Saro, J., Cuasito, R., Doliguez, Z., Maglinte, F., Pableo, R., (2022). Teaching Competencies and Coping Mechanisms among the Selected Public Primary and Secondary Schools in Agusan del Sur Division: Teachers in the New Normal Education. Psychology and Education: A Multidisciplinary Journal, 3(10), 969-974.
Skaalvik, E. M., & Skaalvik, S. (2012). Teacher job satisfaction and motivation to leave the teaching profession: Relations with school context, feeling of belonging, and emotional exhaustion. Teaching and Teacher Education, 27(6), 1029-1038.
Veldman, I., Van Tartwijk, J., Brekelmans, M., & Wubbels, T. (2013). Job satisfaction and teacher–student relationships across the teaching career: Four case studies. Teaching and Teacher Education, 32, 55-65.