CORRELATING TEACHER SELF-ASSESSMENT SCORE WITH STUDENT ACHIEVEMENT IN ENGLISH AND MATHEMATICS

Abstract

This study aimed to measure the relationship between teacher selfassessment score and student achievement in English and Mathematics.
The researchers developed a Self-assessment Instrument for Teacher
Evaluation (SITE) based on five National Professional Standards for
Teachers developed by the Ministry of Education, Pakistan. Using a
convenient sampling method, 279 English or Mathematics teachers of
grade 10 in 40 public boys’ and girls’ high schools in district Okara were
surveyed who self-evaluated their performance on the SITE II.
Additionally, based on the Lahore Board’s annual matriculation
examination results 2014, the achievement scores in English or
Mathematics (n=7245) of students were also collected from teachers. The
study found positive, weak or moderate, relationships between teacher
evaluation scores and student achievement in English, as well as in
Mathematics. The findings also revealed that Subject Matter Knowledge,
Instructional Planning and Strategies, Assessment, Effective
Communication, and Continuous Professional Development, individually,
significantly predicted student achievement in English and Mathematics.
The Subject Matter Knowledge, Instructional Planning and Strategies, and
gender significantly explained 28% of the observed variance to predict
student achievement in English. Only Subject matter Knowledge explained
12% of the variance in student achievement in mathematics