| The purpose of this study was to determine the effect teacher attributes have on third-grade students' mathematics achievement, as measured by the math component of the norm-referenced Florida Comprehensive Assessment Test (FCAT). The attributes that were examined included teachers' age, gender, teaching experience, educational background, certification status, attitudes toward mathematics, and their mathematics preparation. A hypothesized causal model that expressed the direct and indirect relationships among these attributes relative to third-grade students' mathematics achievement was tested using sample data collected from 73 teachers from 48 schools representing 27 districts and 1,720 students. Three variables, gender, educational background, and certification status, were eliminated from analysis. The first two variables were constants, and the third one introduced multicollinearity into the data set. As a result, the hypothesized model was modified and represented female teachers with state certification in elementary education having at least a bachelor's degree who teach at public schools in large districts within the central part of Florida.;Using multiple regression analysis applied to a path analytic model, data analysis revealed that of the remaining four variables, teacher age was the only attribute that had significant direct and indirect effects on students' math performance. These results were inconsistent with the modified hypothesized model and hence, the model was revised to reflect the sample data. The results of the path analysis were confirmed using factor analysis and structural equation modeling (SEM). As a result, study findings suggest that if schools want to improve third-grade students' norm-referenced FCAT scores, then they should consider hiring older females who have at least a bachelor's degree and are certified to teach elementary school in Florida. Furthermore, given the indirect effect of teacher age on students' FCAT math scores attributable to years teaching, it appears that the most effective third-grade teachers are those who also have many years of teaching experience. |
