The relationship between teacher qualifications and chemistry achievement in the context of other student and teacher/school variables : application of hierarchical linear modelling

The subject matter knowledge required of teachers to teach various courses is sometimes a contentious issue with both teachers and students. This study attempts to determine the relationship between teacher chemistry subject matter knowledge, as well as general qualifications, and student achievement in a common criterion referenced test. -- Chemistry achievement of 2453 level 2 and 3 (Grade 11 and 12) students being taught by 97 teachers were analyzed in relation to various student-level and teacher/school-level variables to determine the relative importance teacher qualifications had on chemistry achievement, in the context of these other factors. The use of Hierarchical Linear Models (HLM) showed that student-level measures, in particular prior achievement, accounted for the most of the variance in students' achievement. Other student-level variables related to chemistry achievement were the grade level of the student, gender, and the number of science courses completed by the student (a measure of aptitude). -- The inclusion of teacher/school-level variables had a minimal effect in accounting for the between-school variance. Of the fifteen teacher/school level variables used the only two that showed any relation to chemistry achievement were class size and teacher stability