How teacher characteristics are related to student outcomes may indicate ways to improve the effectiveness of schooling. This paper examines how consistent such relations are by utilizing TIMSS data on five teacher characteristics (teacher education major, teaching experience, professional development, preparedness and instructional quality) and two outcomes (achievement, motivation) in five countries (England, Norway, South Korea, Thailand, Tunisia) for two grades (4, 8) and two subjects (mathematics, science). Data revealed little consistency, if at all within countries only and regarding instructional quality as a predictor. Policy makers are advised not to make inferences across grades, subjects or outcomes.
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