El papel del profesorado y el entorno de aprendizaje en el rendimiento de los estudiantes costarricensesun análisis a partir de PISA

  1. Gimenez, Gregorio 1
  2. Barrado, Beatriz 1
  3. Arias, Rafael 2
  1. 1 Universidad de Zaragoza
    info

    Universidad de Zaragoza

    Zaragoza, España

    ROR https://ror.org/012a91z28

  2. 2 Universidad Nacional de Costa Rica
    info

    Universidad Nacional de Costa Rica

    Heredia, Costa Rica

    ROR https://ror.org/01t466c14

Journal:
Revista complutense de educación

ISSN: 1130-2496,  1988-2793

Year of publication: 2019

Volume: 30

Issue: 4

Pages: 1127-1145

Type: Article

DOI: 10.5209/RCED.60189 DIALNET GOOGLE SCHOLAR lock_openOpen access editor

More publications in: Revista complutense de educación

Abstract

Although literature has emphasized that the teachers’ quality and the school environment are key factors of the academic performance, few empirical studies have quantified how much they contribute to student performance in Latin American countries. In this article, we use PISA-Costa Rica microdata and Shapley-Shorrocks decomposition to analyze how much of the variation in student performance can be explained by the teachers’ characteristics and the learning environment. We find that most of the differences in performance are due to student’s effort (not explained part of the model in the educational production function). Regarding the other explanatory factors, school and teacher characteristics explain more variability of academic performance (36% on average for math, reading and science) than the combined effect of individual and family circumstances (12.5%). Among the school’s factors, two elements have special relevance. On the one hand, the behavior of the students, highlighting the problems of absenteeism and tardiness. On the other hand, the level of autonomy of the teaching staff and the school’s principal in the design of the curriculum and the evaluations.

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