An Empirical Analysis of Relationship between Teacher’s Quality and Student’s Achievement
- https://doi.org/10.2991/ermm-14.2014.78How to use a DOI?
- university teacher, students’ achievement, panel data, fixed effect
This paper focus on the analysis of effect of teacher’s characteristics on students’ academic development based on the real statistical data of a university in China. Using the fixed effect panel data model, the empirical results show that the impact of full-time teachers on student's long term academic performance is better than that on the short term performance while adjunct instructors have opposite effect. Teachers’ attribute (i.e., full-time teachers or adjunct teachers) statistically shows significant impact on students' academic results, but the existing correlation between teachers’ evaluation and teachers’ value-added effect is weak.
- © 2014, the Authors. Published by Atlantis Press.
- Open Access
- This is an open access article distributed under the CC BY-NC license (http://creativecommons.org/licenses/by-nc/4.0/).
Cite this article
TY - CONF AU - Fang Li AU - Chaofeng Zhang AU - Qiang Feng PY - 2014/01 DA - 2014/01 TI - An Empirical Analysis of Relationship between Teacher’s Quality and Student’s Achievement BT - Proceedings of the 2014 International Conference on Education Reform and Modern Management PB - Atlantis Press SP - 286 EP - 290 SN - 1951-6851 UR - https://doi.org/10.2991/ermm-14.2014.78 DO - https://doi.org/10.2991/ermm-14.2014.78 ID - Li2014/01 ER -