Impact of the Distribution of Non-Instructional Time of Primary-School Teachers on Student Learning

Authors

  • Cynthia Martínez-Garrido University of Zaragoza
  • F. Javier Murillo Autonomous University of Madrid

DOI:

https://doi.org/10.7203/relieve.22.2.9433

Keywords:

Teaching effectiveness, Teacher’ time, Academic Performance, Multilevel Analysis, Iberoamerica.

Abstract

This research aims to determine the incidence of the percentage of time that Latin American teachers of Primary Education allocated to different no teaching related tasks on the academic achievement of students in Mathematics and Language. We have conducted a study with 256 teachers from 9 countries in Latin America and 5,610 students. The information was collected from the teachers’ distribution time as well as the characteristics of students and their environment, and performance in Mathematics and Language through validated tests for all countries at the beginning and at the end the course. Using Multilevel Models with four levels of analysis (student, classroom, school and country), it has been found that an increased focus on three tasks significantly improves student achievement: the lesson preparation, correction of assessments, and work with families. And, conversely, a greater emphasis on administrative tasks lowers achieving students. With these results, empirical evidence is provided on the need for teachers to have suitable working conditions to adequately perform their jobs. Thus, it is necessary to consider that the work of teachers is not only being with the group, you also have to let time and prepare appropriate spaces for their work in the classroom. Similarly, whatever is minimizing administrative tasks performed by teachers result in greater student learning, probably because teachers are devoted "to the important"

Author Biographies

Cynthia Martínez-Garrido, University of Zaragoza

Ph.D. in Educational Sciences at Autonomous University of Madrid (UAM). Member of the research group Educational Change for Social Justice (Cambio Educativo para la Justicia Social -GICE). Member of the research network: Red de Investigación sobre Liderazgo y Mejora Educativa. Editor of the publications: REICE. Revista Iberoamericana sobre Calidad, Eficacia y Cambio en Educación; Revista Internacional de Educación para la Justicia Social; Revista Latinoamericana de Educación Inclusiva. Webpage: www.cmartinezgarrido.es . Her postal address is: Universidad de Zaragoza. Facultad de Ciencias Sociales y Humanas. Despacho nº 13. 44003-Teruel (Spain).

F. Javier Murillo, Autonomous University of Madrid

Professor for the Area of Educational Research Methods and Diagnostic at Universidad Autónoma de Madrid (UAM). Coordinator for Doctoral Studies in Education at UAM. Coordinator for the research group Educational Change fos Social Justice (Cambio Educativo para la Justicia Social -GICE). Former Coordinator General for Latin American Laboratory for Assessment of the Quality of Education (LLECE), of the UNESCO, and Director of Studies at the Centro de Investigación y Documentación Educativa (CIDE) of the Spanish Ministry of Education. Coordinator for Red Iberoamericana de Investigación sobre Cambio y Eficacia Escolar (RINACE) [Latin American Research Network on Change and Efficiency in Schools], Director of the publications: REICE. Revista Iberoamericana sobre Calidad, Eficacia y Cambio en Educación; Revista Iberoamericana de Evaluación Educativa; and Revista Internacional de Educación para la Justicia Social. Former expert consultant on Educational Research and Evaluation in several Latin American countries, and to several international agencies such as UNESCO, OECD and Convenio Andrés Bello. His postal address is Facultad de Formación de Profesorado y Educación. Universidad Autónoma de Madrid. Avenida Tomás y Valiente, 3. 28049 Madrid.

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Published

2016-12-22

Issue

Section

Research Articles