“INFLUENCE OF QUALITY OF TEACHERS TO STUDENT’S

ACHIEVEMENT/OUTCOME”

Teachers represent one of the most important school-based resources in

establishing students' future academic success and lifetime outcomes, but specifying

what teacher unique properties make for an effective teacher has proven difficult. A

smaller but more robust set of findings exists for the influence of teacher support on

learning opportunity. Teacher expertise, measured by years of teaching, effective

teacher expertise, evaluated by education and self-reported preparation to teach

every subjects, and teacher provision of opportunity to learn, are all associated with

higher student achievement (Burroughs et al., 2019).

The ability of a young person to adapt all through educational transitions has

long-term positive effects on their academic achievement and mental health.

Although supportive relationships with parents, peers, and teachers have been

linked to successful educational transitions, little is known about the reciprocal

relationship between both the quality of these interpersonal relationships and school

well-being, and even less is known about how these two constructs affect academic

achievement. As a matter of fact, the presence of high-quality social interactions

elevated higher academic achievement across increased school well-being, whereas

high-quality interpersonal relationships established higher subsequent academic

achievement through increased school well-being (Kiuru et al., 2019).

Beyond cross-sectional designs, implemented a directional aspect at the

student level to evaluate the connection among gaining knowledge advancement

and selected facets of teacher competence (Charalambous & Praetorius, 2018). As

a practical matter, it is possible to conclude that the teacher's communication ability

and learning motivation influence learning outcomes; the greater the teacher's

effective communication in the teaching and learning process, and the greater the

learning motivation, the greater the learning outcomes (Saputra, 2022). Concerning

the role of transmission channels, the findings show that a decline in institutional

quality, characterized in particular by the presence of corruption, political instability,

or a decline in governance indicators, lessens the efficacy of educational spending

by the government and the teaching quality through unethical behavior of teachers

and the recruitment of untrained or less trained individuals to carry out teaching

tasks (Fomba et al., 2022).

As a side benefit, creativity and interest in learning affect learning

achievement; the greater students' creativity and interest in learning during the

learning process, the better learning achievement and learning achievement will be

(Nofrialdi, 2022). Teacher collaborative effort is frequently regarded as a value in a

variety of contexts and described in a variety of ways. Understanding how teachers

collaborate allows us to better understand how they learn from one another and

could offer a mechanism for ongoing teacher improvement that promotes equity and

social justice (Eschler et al., 2023). Given the variety of learning opportunities some

critical questions arise as a result of the environments that children are exposed to.

Which personality traits are most important for school readiness and academic

success? Motivation, self-regulation, and persistence to name a few domain-general

processes help students succeed in school that a teacher’s quality must have

(Ribner, 2020).
 REFERENCES

Burroughs, Jacqueline Gardner, Youngjun Lee, Siwen Guo, Israel Touitou,

Kimberly Jansen & William Schmidt (2019) A Review of the Literature on
Teacher Effectiveness and Student Outcomes
https://link.springer.com/chapter/10.1007/978-3-030-16151-4_2

Charalambous & Praetorius, (2018) Teacher competence, instructional quality, and

students’ learning progress
https://www.sciencedirect.com/science/article/pii/S0959475222000214

Eschler, Pamela Hallam & Samuel Brown (2023) Finnish Teacher Collaboration:
Behaviors, Structures, and Learning Outcomes
https://link.springer.com/chapter/10.1007/978-3-031-15896-4_2

Fomba, Dieu Ne Dort Fokam Talla & Paul Ningaye 2022 Journal of the Knowledge
Economy Institutional Quality and Education Quality in Developing Countries:
Effects and Transmission Channels
https://link.springer.com/article/10.1007/s13132-021-00869-9

Kiuru, Ming-Te Wang, Katariina Salmela-Aro, Lasse Kannas, Timo Ahonen &
Riikka Hirvonen (2019) Associations between Adolescents’ Interpersonal
Relationships, School Well-being, and Academic Achievement
https://link.springer.com/article/10.1007/s10964-019-01184-y

Nofrialdi, R. (2022). The Effect of Student’s Creativity and Learning Interest on

Learning Achievement https://doi.org/10.31933/jige.v1i1.536

Ribner (2020) Approaches to Learning in Elementary Classrooms: Contribution of

Mastery Motivation and Executive Functions on Academic Achievement

https://www.researchgate.net/profile/Krisztian-Jozsa/publication/367089928

Saputra, E. (2022).The effect of teacher communication ability and learning

motivaton on student learning outcomes in economic lessons for class .
https://doi.org/10.31933/jige.v1i1.532