The effects of teacher competence on student outcomes in elementary science education: The mediating role of teaching quality

“Cognitive constructs comprise teachers’ professional knowledge (Shulman, 1986) and beliefs (Fives & Buehl, 2012; Fives & Gill, 2015; Mansour, 2009), both of which have been widely discussed, especially in the field of science education.”

“Penelitian ini sejalan dengan penelitian yang dilakukan sebelumnya bahwa kompetensi guru berdampak terhadap prestasi siswa (Fauth et al., 2019; Banerjee et al., 2014).”

“Teachers and their quality have significant impacts on practices and ultimately student learning (Alton-Lee, 2003; Desimone, 2009; Fauth et al., 2019; Garet et al., 2001; Lieberman & Mace, 2008; Parise & Spillane, 2010).”

“The teacher’s competencies such as professional, pedagogy, social, and personality positively impact students’ achievement and curiosity [11], [12].”

“However, the results indicate that classroom management does not play a mediating role between favoritism and student psychology, differing from studies by Fauth et al., 2019 and Herb et al., 2007.”

“This interplay between teacher experi - ence and school demographics is a critical area of inquiry, as it has substantial implications for educational policy and practice aimed at enhancing instructional effectiveness and equitable curriculum implementation (Fauth et al., 2019 ; Kiani et al., 2022).”

“Teachers are important players in the educational system (Hattie 2003) and play a key influential role in their students’ academic success and lifetime outcomes (Chetty et al. 2014; Fauth et al. 2019).”

“From the results of previous studies, it is relevant to the current findings that cognitive activation is a significant factor in the quality of student learning processes (Fauth et al., 2019; Kleickmann et al., 2020).”

“De acuerdo con Fauth et al .”

“The original three dimensions – classroom management, student support, and cognitive activation – are widely accepted as critical in distinguishing teachers’ instructional quality in teaching science in primary schools (Fauth et al., 2019; Kang, 2022; Kersting et al., 2023; Praetorius et al., 2018).”

“Various factors determine the quality of science education, but the most significant factor is science teachers’ competence in teaching science (Fauth et al., 2019; Teig & Nilsen, 2022).”

“…skills/abilities, competencies, and self-confidence of science learning, e.g., development of domain-specific TPACK and integration of TPACK into science learning (Appleton, 2008; Chai et al., 2013; Çalik & Cobern, 2017; Fauth et al., 2019; Kaleli-Yılmaz, 2015; Saykal & Uluçınar-Sağır, 2021).”

“Furthermore, numerous studies have discovered that teachers’ self-efficacy is positively associated with the academic achievement outcomes of their students (Fauth et al., 2019; Ross, 1992; Tschannen-Moran & Barr, 2004).”

“…conducted Sartika et al., (2018); Fauth et al., (2019); Mukhtar and Luqman, (2020) that teacher MANAZHIM : Jurnal Manajemen dan IlmuPendidikan 740 competence has a positive and significant effect on student learning outcomes(Fauth et al., 2019; Mukhtar & Luqman, 2020; Sartika et al., 2018).”

“…reputation (e.g. García-Rodríguez & Gutiérrez-Taño, 2021), low teacher–student relationships (e.g. Leung & Kember, 2006), low teaching quality (e.g. Fauth et al., 2019), and dissatisfaction with the current university (e.g. Ali et al., 2021), whereas the pull effect includes alternative…”

“This is in line with the constructivist view, which states that understanding is the most fundamental element in learning (ELIBRARY, n.d.; Fauth et al., 2019; Supena et al., 2021).”

“Kemampuan atau kompetensi guru berdampak pada motivasi belajar siswa dan juga bisa memberikan hubungan timbal balik yang baik antara guru dan siswa (Fauth et al., 2019).”

“The findings of previous research reveal that teacher pedagogic competence is very important for a teacher to have in order to create maximum learning activities (Aimah et al., 2017; Fauth et al., 2019; Zedko et al., 2017).”

“Teachers couldn't guide what they did not know, so there needs to be a focus on strengthening SCK in initial teacher training, in-service courses, and professional development (Fauth et al., 2019; Nixon et al., 2019).”

“Research from the education field indicates teachers’ competency and relationship with their co-teacher influence student learning, interest, and engagement (Fauth et al., 2019; McCormick, Noonan, Ogata, & Heck, 2001).”

“It is supported by Fauth et al., (2019) who found that by having competence especially pedagogical competence, it greatly influence students interest in learning and culminate with increasing students achievement. Pedagogical competence means as teaching and learning management competency which cover discerning the st…”

“Stronge, Ward, and Gran (2011) and Fauth et al. (2019) highlight the benefits of monitoring and managing student behavior.”

“Studies indicate that a teacher ’ s proficiency in planning, managing, and delivering instruction significantly influences student engagement and performance, regardless of the learning modality [6 – 8].”

“A key factor in schools’ quality is a teacher (Fauth et al., 2019).”

“Teacher competence, including pedagogical content knowledge and instructional confidence, is strongly linked to improved student interest, engagement, and achievement [20].”

“…classrooms, including diverse student readiness levels, resource constraints, limited technology-based teaching materials, teacher competency challenges, and varying capacity to implement student-centered pedagogies effectively (Fauth et al., 2019; Madhakomala et al., 2022; Sukma et al., 2024).”

“…mentioned, the emotions teachers display in the classroom can foster various positive student outcomes, including their interest in the subject (Fauth et al., 2019; Kunter et al., 2007), and teachers’ emotions, including emotional engagement and enthusiasm, are of crucial relevance for…”

“…on mediating moderating role in the positive relationship between teachers’ pedagogical knowledge of the subject and students’ learning outcomes (Fauth et al., 2019), all three of which can be enhanced in teacher professional development training (Borko, 2004; Kleickmann et al., 2016;…”

“This aligns with previous research showing that misinterpretation of basic terminology negatively impacts learning outcomes, particularly in applying concepts across diverse scenarios (Entwistle & Smith, 2002; Fauth et al., 2019).”

“There is no reason for any license criteria to exist if they do not yield useful and significant information about a teacher ’ s real competence to instruct (Benjamin, 2019).”

“The teacher offers the primary learning materials, and students then explore the materials by studying independently and in groups (Taştan et al., 2018; Fauth et al., 2019).”

“As revealed by the previous studies, this situation establishes a supportive climate and positive student-teacher relationship (Fauth et al. , 2019; Lazarides & Schiefele, 2021), leading to a quality learning environment.”

“This was revealed by Kaskens et al. (2020) and Fauth et al. (2019) stated that teacher ability affects the quality of learning, where teachers who have the ability to manage classes as well as teachers who provide feedback, it will create a conducive academic atmosphere.”

“Frameworks play a pivotal role in the sphere of teaching and learning, especially in the field of science education, as they provide teachers with structured and systematic approaches to enhance the quality of instruction (Fauth et al., 2019; Ortiz-Revilla et al., 2020).”

“The main goal of education is to obtain knowledge that can be useful for individuals in living their lives (Fauth et al., 2019; Sándorová et al., 2020).”

“Tingkat kualitas sumber daya manusia dalam suatu negara tidak dapat dipisahkan dari kualitas pendidikan yang ada di negara tersebut (Fauth, 2019; Holder, 2019).”

“Auch das fachspezifische Interesse von Schüler*innen, ihre Einstellung zum Fach sowie ihre intrinsische – also ohne äußere Belohnungen bedingte – Motivation hängen mit der Selbstwirk - samkeit der Lehrkraft zusammen (Fauth et al., 2019; Lazarides et al., 2023; Mojavezi & Tamiz, 2012).”

“(Fauth et al., 2019; S. Zhang et al., 2020; Zhou et al., 2018).”

“Additionally, teachers that demonstrate higher levels of professional competence have been found to engage in more effective teaching, resulting in improved student learning (Fauth et al., 2019; Kyriakides et al., 2020).”

“Although not necessarily always strong, significant associations have been found between teachers’ self-efficacy and their students’ achievement (Caprara, Barbaranelli, Steca, & Malone, 2006; Fauth et al. 2019; Hajovsky, Oyen, Chesnut, & Curtin, 2020; Klassen and Tze 2014; Klassen, Tze, Betts, & Gordon, 2011; Perera,…”

“Attention to teacher competence can serve as an increase in the quality and student learning outcomes (Fauth et al., 2019).”

“For example, Fauth et al. (2019), Campbell et al. (2014), and Agyei and Keengwe (2012) showed that teachers’ TPACK is related to students’ achievement.”

“The same line of thought is offered by Fauth, et al [8].”

“The teachers’ competences has positive relationship with the teaching quality, where it can give an impact to the students [5].”

“This finding is consistent with prior research reporting positive associations between instructional clarity and student learning outcomes (Fauth et al., 2019; Scherer & Gustafsson, 2015; Titsworth et al., 2015; Wagner et al., 2016).”

“As a core element of teachers’ professional competence, teaching competence has drawn sustained attention from researchers, administrators, and practitioners globally in the field of teacher education (Cindric, Andraka, and Bilić-Štefan 2014; Fauth et al. 2019; Liu et al. 2024).”

“One crucial factor influencing students’ achievement during instruction is their teachers’ expertise in the subject they teach [19, 22].”

“The remaining ten categories were either adapted from other manuals, preferably EQUIP (Marshall et al., 2010) or developed based on research on teaching quality in science (Fauth et al., 2019; Treagust & Tsui, 2014).”

“This finding is consistent with meta-analyses showing that the quality of teacher pedagogical competencies is strongly correlated with learning effectiveness and student achievement (Chávez et al. 2024; Fauth et al. 2019).”

“Gleichwohl belegen andere Studien, dass Grundschulkinder durchaus in der La-ge sind, die Qualität ihres Unterrichts differenziert und valide einzuschätzen (Fauth 2021), und dass diese Einschätzungen substanzielle Zusammenhänge mit ihren Lern-leistungen aufweisen (Fauth et al. 2019).”

“Moreover, interactions (in verbal or non-verbal forms) between teachers and learners are perceived by students as being among the most important parts of their school experience (Alerby, 2003) and affect student interest and satisfaction with their learning (Fauth et al., 2019).”

“Additionally, teacher educators may be better equipped to support elementary students’ interests and achievement in science (Fauth et al., 2019).”

“…to teacher competence (Blömeke et al., 2016; Kunter et al., 2013; Kurniawan, 2021), while international studies provide empirical evidence of the positive relationship between teacher competencies and student learning outcomes (Darling-Hammond, 2018; Fauth et al., 2019; König et al., 2021).”

“From these results, it was concluded that all the dimensional reliability coefficients of the Indonesian Grit-S were excellent because they met standard criteria, namely > 0.70 (Fauth et al., 2019; Geldenhuys & Bosch, 2020; Tennant & Conaghan, 2007).”

“In science education, students’ perception of harmonious teacher-student relationships enhances the effectiveness of teacher guidance, thereby improving scientific literacy (Kang, 2022) and increasing engagement in scientific inquiry (Fauth et al., 2019).”

“Similarly, Fauth et al. (2019) demonstrated that teacher competence significantly influences students' conceptual understanding and interest, with pedagogical content knowledge and self-efficacy playing crucial roles in educational outcomes.”

“This finding is consistent with Fauth et al. [33] research, which emphasizes the key role of TQ in educational outcomes and various educational frameworks.”

“Furthermore, research by Fauth et al. (2019) shows that teachers' in-depth understanding of subject matter contributes positively to student learning outcomes.”

“Mit ähnlichem Untersuchungsdesign nehmen Fauth et al. (2019) die unterrichtlich vermittelten Beziehungen zwischen Kompetenzfacetten (hier: pedagogical content knowledge, constructivist beliefs, self-efficacy und teaching enthusi-asm) und den Zielgrößen des konzeptuellen Verstehens und Interesses in…”