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J Sch Health. 2019 Jul;89(7):560-568. doi: 10.1111/josh.12780. Epub 2019 May 13.
Studies have examined relationships between teacher characteristics and student achievement in courses such as math and science. This study is among the first to examine effects of teacher characteristics on student knowledge in a health course.
Student (N = 6143) pretest and posttest data were linked to teacher (N = 67) data. Changes in student knowledge scores from pre- to postcourse were explored using mixed-effects linear models. Teacher characteristics included professional development (PD) attendance, having a dedicated classroom, certification type, educational background, years' experience, and athletic coaching status.
Teacher characteristics associated with greater student knowledge gains included: being certified to teach health versus not certified (p < .001), having a dedicated classroom versus no classroom (p = .017), and for middle school teachers, having attended ≥3 PD sessions versus ≤2 (p = .023). Less knowledge gain was associated with teachers that coached versus noncoaches (p = .040) and having a health degree versus no health degree (p = .049). Post hoc analyses revealed the negative effect of health degree was only significant among coaches (p = .026).
Findings suggest opportunities for maximizing student knowledge gains through tailored selection of health teachers and provision of appropriate teaching support.
已有研究考察了教师特征与数学和科学等课程中学生成绩之间的关系。本研究首次考察了教师特征对健康课程中学生知识的影响。
将学生（N=6143）的前测和后测数据与教师（N=67）数据相联系。使用混合效应线性模型探讨了从课前到课后学生知识得分的变化。教师特征包括专业发展（PD）参与度、拥有专用教室、认证类型、教育背景、工作年限和体育教练身份。
与学生知识增长相关的教师特征包括：拥有健康教学认证与没有认证（p<0.001），拥有专用教室与没有教室（p=0.017），以及对于中学教师，参加≥3 次 PD 会议与参加≤2 次（p=0.023）。知识增长较少与教练与非教练（p=0.040）以及具有健康学位与没有健康学位（p=0.049）相关。事后分析显示，健康学位的负面影响仅在教练中具有统计学意义（p=0.026）。
研究结果表明，通过有针对性地选择健康教师并提供适当的教学支持，为最大化学生知识增长提供了机会。
