Teacher and Teaching Effects on Students’ Attitudes and Behaviors

Authors
David Blazar,
Matthew Kraft
Year of publication
2017
Publication
Educational Evaluation and Policy Analysis
Volume/Issue
39(1)
Pages
146-170

Research has focused predominantly on how teachers affect students’ achievement on standardized tests despite evidence that a broad range of attitudes and behaviors are equally important to their long-term success. We find that upper-elementary teachers have large effects on self-reported measures of students’ self-efficacy in math, and happiness and behavior in class. Students’ attitudes and behaviors are predicted by teaching practices most proximal to these measures, including teachers’ emotional support and classroom organization. However, teachers who are effective at improving test scores often are not equally effective at improving students’ attitudes and behaviors. These findings lend empirical evidence to well-established theory on the multidimensional nature of teaching and the need to identify strategies for improving the full range of teachers’ skills.

Suggested Citation:

Blazar, D., & Kraft, M. (2017). Teacher and Teaching Effects on Students’ Attitudes and Behaviors. Educational Evaluation and Policy Analysis, 39(1), 146-170