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Education Research International
Volume 2014, Article ID 490371, 8 pages
http://dx.doi.org/10.1155/2014/490371
Research Article

A Structural Equation Modeling on Factors of How Experienced Teachers Affect the Students’ Science and Mathematics Achievements

1Department of Science and Mathematics Education, Education Faculty, Yüzüncü Yıl University, 65280 Van, Turkey
2Department of Science and Mathematics Education, Education Faculty, Dicle University, 21280 Diyarbakır, Turkey

Received 24 January 2014; Revised 27 May 2014; Accepted 2 June 2014; Published 24 June 2014

Academic Editor: Yi-Shun Wang

Copyright © 2014 Serhat Kocakaya and Ferit Kocakaya. This is an open access article distributed under the Creative Commons Attribution License, which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited.

Abstract

The main purpose of this study was to propose a model for how elementary school students’ science and mathematics achievements in their schools and in Level Determination Exam (SBS) depend on the number of teachers and expert teachers in their schools. The sample of the study was 5672 elementary students for the purpose of the study, the number of teachers and expert teachers who worked in sample schools has been defined as independent variables, and students’ science and mathematics achievements in their schools and in SBS exam have been defined as dependent variables. The data obtained from school administrations were analyzed using structural equation modeling to analyze relations among students’ science and mathematics grades in their schools and science and mathematics achievements in SBS exam and the number of teachers and expert teachers in their school. As a result of the analysis, it has been observed that established model has acceptable fit indices and an increasing number of teachers and expert teachers have positive effects on students' science and mathematics achievements.