Teacher competence crucial for pupil achievement
A teacher’s education, subject knowledge, and teaching strategies significantly influence how pupils perform in school – especially at the middle school level. This is shown in a doctoral thesis from the University of Gothenburg.
Disparities in Swedish pupils’ academic performance have increased, and one important explanation may lie in who is teaching them.
– Our analysis shows that teachers’ formal education and subject specialisation are clearly linked to pupils’ achievement. This is particularly evident in mathematics, and we also observe long-term effects in reading comprehension, says Mari Paloniemi Lindström, doctoral student in education.
High proportion of unqualified teachers in middle school
Over the past 40 years, Sweden’s teacher education programmes have undergone several reforms. At the same time, the proportion of unqualified teachers in compulsory schools has grown, especially in Years 4–6, where nearly one in three teachers lacks a teaching licence. Against this backdrop, Mari Paloniemi Lindström examined how teacher competence and working conditions affect pupils’ performance in mathematics and reading comprehension at the middle school level.
Her thesis draws on data from international assessments (TIMSS and PIRLS) and Swedish register data. The findings highlight the importance of subject specialisation for pupil achievement, even after accounting for pupils’ previous results and socio-economic background.
Long-term impact of teaching strategies
The study also explores how teaching strategies influence learning outcomes. For example, this includes asking pupils to explain their answers or encouraging classroom discussion. These so-called cognitive teaching strategies showed positive effects across several subjects, and the results remained evident two years later.
School climate influences both pupils and teachers
Working conditions and school climate also play a role for both pupils and teachers.
– A positive school climate proved important not only for pupil achievement, but also for teacher wellbeing, says Mari Paloniemi Lindström.
Many teachers in the study reported increased job satisfaction during the pandemic, possibly because their work felt particularly meaningful despite the challenges.
– At the same time, pupils’ reading performance declined – partly explained by a worsened school climate, including lack of study peace and reduced feelings of safety.
Conditions for a more equitable school system
Improving pupil achievement requires a stronger focus in teacher education on subject knowledge and effective teaching strategies. Mari Paloniemi Lindström also stresses the importance of good working conditions and safe school environments.
– It’s not enough to educate skilled teachers. We must also ensure that they want to stay in the profession – and that they choose to work where they are most needed, she says.
Her thesis highlights that competent teachers are not evenly distributed across schools, which contributes to growing differences between schools and pupil groups.
– From an equity perspective, it’s crucial that all pupils – regardless of background or place of residence – are taught by qualified, well-educated teachers. This is a key issue for creating a more equitable education system, says Mari Paloniemi Lindström.
Contact: Mari Paloniemi Lindström, email: mari.lindstrom@gu.se, phone: +46 70 813 47 44
Text: Ragnhild Larsson
The thesis consists of three sub-studies based on data from the international assessments TIMSS and PIRLS, as well as Swedish register data. It focuses on how teacher competence, teaching strategies, and school climate affect pupils’ academic achievement in middle school.