Teacher expectation and proficiency of Elementary School students in Brazil: a spatial analysis
DOI:
https://doi.org/10.18675/1981-8106.v34.n.67.s17468Keywords:
Teacher Expectation. School Performance. Spatial Analysis. Spatial Econometrics. SAEB. Spatial Interdependence.Abstract
This study aimed to evaluate, through spatial analysis, the influence of teacher expectations on student performance in elementary education in Brazil. To achieve this, secondary data from teacher questionnaires were used, as well as proficiency results in Mathematics and Portuguese Language from 9th-grade students in elementary education, extracted from the Sistema de Avaliação da Educação Básica (SAEB), in 2013 and 2017, and aggregated by municipalities. Based on the construction of three variables related to teacher expectations, through a principal component analysis and the use of variable variation, with the aim of controlling fixed effects that do not change over time, spatial econometric techniques were applied to evaluate the relationships of interest. The exploratory spatial data analysis indicated strong spatial dependence on the variables of student performance, as well as the estimated spatial models (spatial autoregressive, spatial error model, and spatial autoregressive combined) captured the significant role of proximity in the composition of the spatial interaction between the phenomena under evaluation. The results indicated, consistent with previous empirical evidence, that municipalities with a higher proportion of teachers with higher education degrees in the same discipline they teach have higher average scores in proficiency in Mathematics and Portuguese. Additionally, in municipalities where teachers’ perception of student indiscipline and high rates of absenteeism is greater, student performance is lower.
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