Longitudinal Teacher Education and Workforce Study (ltews) Final Report

Graduate teachers’ effectiveness – by program type

A one-way between subjects ANOVA was conducted to compare the effect of program area on effectiveness in the seven key areas of teaching. The results are shown in the Table 81.

Table 81. Comparison of mean for effectiveness in the professional standards – by program type

	Masters		Bachelor				Grad. Dip.		Significance
Effective in:	Mean	SD		Mean	SD	Mean		SD		p
Round 2
Know students and how they learn	4.23	0.569		4.23	0.581	4.10		0.601		0.000
Know the content and how to teach it	4.18	0.640		4.13	0.614	4.05		0.682		0.004
Plan for and implement effective teaching and learning	4.13	0.586		4.14	0.613	4.05		0.634		0.008
Create and maintain supportive and safe learning environments	4.30	0.588		4.30	0.614	4.15		0.662		0.000
Assess, provide feedback and report on student learning	3.97	0.773		3.96	0.740	3.87		0.750		0.047
Engage in professional learning	4.14	0.787		4.25	0.702	4.14		0.710		0.003
Engage professionally with colleagues, parents/carers and the community	3.99	0.706		4.07	0.698	3.91		0.782		0.000
Round 3
Know students and how they learn	4.24	0.569		4.23	0.591	4.14		0.561		0.005
Know the content and how to teach it	4.20	0.610		4.14	0.600	4.13		0.680		0.378
Plan for and implement effective teaching and learning	4.16	0.644		4.18	0.583	4.11		0.607		0.123
Create and maintain supportive and safe learning environments	4.30	0.593		4.28	0.634	4.21		0.618		0.062
Assess, provide feedback and report on student learning	4.02	0.796		4.04	0.674	3.98		0.686		0.263
Engage in professional learning	4.20	0.731		4.20	0.726	4.17		0.690		0.738
Engage professionally with colleagues, parents/carers and the community	4.05	0.771		4.08	0.731	4.01		0.782		0.262

Note: Round 2: Masters n=270, Bachelor n=1,004, Grad. Dip. n=726; Round 3: Masters n=244, Bachelor n=775, Grad. Dip. n=547 p<0.05

There was a significant effect for program area on graduate teacher effectiveness at the p<0.05 level in all seven key areas in Round 2. Interestingly, by Round 3 only the area of 'Know students and how they learn' showed significant difference across the teacher program areas. A post hoc test was conducted on all seven areas, and the significant differences are shown in Table 82.

Table 82. Comparison between groups of mean for effectiveness in key areas of teaching – by program type

	Significance p
Comparisons between program types	Round 2	Round 3
Know students and how they learn
Masters and Bachelor	1.000	0.979
Masters and Grad/Postgrad Diploma	0.006	0.044
Bachelor and Grad/Postgrad Diploma	0.000	0.007
Know the content and how to teach it
Masters and Bachelor	0.479	0.430
Masters and Grad/Postgrad Diploma	0.010	0.373
Bachelor and Grad/Postgrad Diploma	0.024	0.974
Plan for and implement effective teaching and learning
Masters and Bachelor	0.971	0.910
Masters and Grad/Postgrad Diploma	0.153	0.525
Bachelor and Grad/Postgrad Diploma	0.007	0.104
Create and maintain supportive and safe learning environments
Masters and Bachelor	0.986	0.880
Masters and Grad/Postgrad Diploma	0.002	0.127
Bachelor and Grad/Postgrad Diploma	0.000	0.102
Assess, provide feedback and report on student learning
Masters and Bachelor	0.981	0.890
Masters and Grad/Postgrad Diploma	0.187	0.736
Bachelor and Grad/Postgrad Diploma	0.056	0.231
Engage in professional learning
Masters and Bachelor	0.071	0.995
Masters and Grad/Postgrad Diploma	1.000	0.819
Bachelor and Grad/Postgrad Diploma	0.005	0.760
Engage professionally with colleagues, parents/carers and the community
Masters and Bachelor	0.234	0.880
Masters and Grad/Postgrad Diploma	0.323	0.747
Bachelor and Grad/Postgrad Diploma	0.000	0.230

In summary, post hoc comparisons using the Tukey HSD test indicated that the mean score for:

• 
  ‘Know students and how they learn’ was significantly different between the graduate/postgraduate programs and the bachelor and masters programs in both rounds;
  
• 
  ‘Know the content and how to teach’ was significantly different between the graduate/postgraduate programs and the bachelor and masters programs in Round 2;
  
• 
  ‘Assess, provide feedback and report on student learning’ did not show significant differences between program types
  
• 
  ‘Engage in professional learning’ also did not show significant differences between program types
  
• 
  ‘Engage professionally with colleagues, parents/carers and the community’ was significantly different between the graduate/postgraduate programs and the bachelor programs in Round 2.
  

Taken together, these results suggest that in the first year of teaching graduates who complete a Graduate or Postgraduate Diploma feel less prepared than those from the other two courses in three areas:

• 
  Know students and how they learn
  
• 
  Know the content and how to teach it
  
• 
  Literacy and numeracy
  

Those graduates who complete Masters feel better prepared than those from the other two courses in the area of ‘Assess, provide feedback and report on student learning’.