Teacher Effectiveness: A Case Study Using Value-Added method to measure teacher effectiveness in one UK Curriculum School in Dubai

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The British University in Dubai (BUiD)
This study aims to identify whether value-added is a valid way of measuring a teacher’s effectiveness. The research will investigate whether effective teaching has an impact on value-added. Results from international studies which have used value added to measure teacher effectiveness have proved inconclusive. While researchers in the United States of America (USA) found that this method was limited in measuring a teacher’s effectiveness, those in the United Kingdom (UK) found it to be a useful tool for identifying good and weak teachers. The lack of research in Dubai and the United Arab Emirates (UAE) into the use of value added as a means of determining whether or not a teacher was effective acted as a foundation for this study. The researcher selected one private school in Dubai offering the UK curriculum in which to carry out this research. Results were obtained by a process of triangulation using a mixed method research type. A sample of male and female students from years 10 and 11, taught by a mixed gender sample of teachers was selected. The students’ end-of-year results in biology, math and physics were compared with their IGCSE exam results in these subjects. The teachers’ appraisals were also scrutinized to see if there was a link between the quality of teaching reported in classroom observations and exam results. The research revealed that good teaching did have a positive effect on students’ outcomes, thereby confirming that value added is an appropriate tool to measure teacher effectiveness.
teacher effectiveness, UK curriculum, Dubai, United Arab Emirates (UAE)