ABSTRACT

This chapter discusses the research on the effects of teachers and classrooms on students’ academic achievement. Teachers’ efficacy beliefs are among the most studied teacher beliefs. High teacher efficacy is characterized by the belief that a teacher has the competence and knowledge base to be able to positively affect students’ learning. The policies and practices of the classroom teacher contribute to the contexts of classrooms. Classroom contexts are important for both young children and adolescents. The assessment of student learning can be accomplished via the use of a wide range of academic tasks. Teachers generally need to obtain certification and/or a license in order to be employed as a professional educator. Once teachers are in the workforce, there are many opportunities for professional development and continuing education. Professional development opportunities vary dramatically in terms of content, quality, and duration. Teacher motivation also is enhanced when administrators allow teachers to have some autonomy.