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Abstract
ABSTRACT The purpose of this study was to investigate the relationship between teacher evaluation scores and student achievement in English and mathematics in Pakistan. The goals of the study were to develop a self-assessment instrument to measure teacher evaluation scores, and use those scores to correlate student achievement in English and mathematics in Pakistan. The researcher developed a Self-assessment Instrument for Teacher Evaluation (SITE) based on six National Professional Standards for Teachers developed by the Ministry of Education, Pakistan. These Professional Standards were highly compatible with the international research-based teacher quality indicators. Using a convenience sampling method, English or mathematics teachers (N=155) of grade 10 in 34 public boys and girls high schools in district Okara were surveyed who self-evaluated their performance on the Self-assessment Instrument for Teacher Evaluation (SITE). Additionally, based on the Lahore Boards annual examination results 2012, the student achievement scores in English or mathematics (N=6570) were also collected from these teachers. The data were analyzed using descriptive and inferential statistics. The study found positive, weak or moderate, relationships between teacher evaluation scores and student achievement in English, and essentially no relationship with student achievement in mathematics. The findings of the study also revealed that Subject Matter Knowledge, Instructional Planning and Strategies, Assessment, Effective Communication, and Continuous Professional Development, individually, significantly predicted student achievement in English but not in mathematics. The Subject Matter Knowledge, Instructional Planning and Strategies, and gender significantly combined to predict student achievement in English, explaining 32% of the observed variance in student achievement. Further, the Subject Matter Knowledge and Instructional Planning and Strategies significantly combined to predict student achievement in mathematics, explaining 9% of the observed variance in student achievement. Instructional Planning and Strategies, however, was found to be a mediator, indicating that this variable was uncorrelated with or relatively little related to student achievement in mathematics. Teaching experience did not contribute to student achievement in English and mathematics. The study provided initial evidence of the validity of the SITE.