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Teacher qualification matters: The association between cumulative teacher qualification and students’ educational attainment

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  • Lee, Se Woong
  • Lee, Eunjung Alice

Abstract

Despite the significant role that teachers play in students’ education, there is little consensus on whether teacher qualification indicators actually correspond to improved academic success by students. To better understand the role that teacher qualification plays, this study examines the relationship between teachers’ qualifications and students’ educational attainment. Since students are exposed to different teachers with various qualifications every year, we use a cumulative perspective to examine the role of teacher qualification indices. The results show that students who have been taught by multiple highly qualified teachers were more likely to earn higher level educational degrees. Considering teacher qualification will continue to play an integral role, the findings from this study have significant implications for education policy across nations.

Suggested Citation

  • Lee, Se Woong & Lee, Eunjung Alice, 2020. "Teacher qualification matters: The association between cumulative teacher qualification and students’ educational attainment," International Journal of Educational Development, Elsevier, vol. 77(C).
    • Handle: RePEc:eee:injoed:v:77:y:2020:i:c:s0738059320303771
    DOI: 10.1016/j.ijedudev.2020.102218
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    Cited by:

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    3. Suqi Li & Yuxuan Liu & Yu-Sheng Su, 2022. "Differential Analysis of Teachers’ Technological Pedagogical Content Knowledge (TPACK) Abilities According to Teaching Stages and Educational Levels," Sustainability, MDPI, vol. 14(12), pages 1-15, June.
    4. Zhou, Jinyan & Du, Ping & Zhao, Wen & Feng, Siche, 2022. "Skill requirements and remunerations in the private teacher labor market: Estimations with online advertisements in China," International Journal of Educational Development, Elsevier, vol. 92(C).
    5. Cernat, Vasile, 2024. "Organizational corruption, test score manipulation, and teacher hiring in Romania," International Journal of Educational Development, Elsevier, vol. 105(C).

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