Research Article

Impact of teacher professional development on student achievement with a focus on Bosnia and Herzegovina: Analyzing TIMSS 2019 results in Western Balkan countries and Croatia

Naida Bikić 1 * , Nevzudin Buzađija 2 , Ines Nuić 3
More Detail
1 Faculty of Philosophy, University of Zenica, Zenica, BOSNIA AND HERZEGOVINA2 Faculty of Polytechnic, University of Zenica, Zenica, BOSNIA AND HERZEGOVINA3 Faculty of Science, University of Sarajevo, Sarajevo, BOSNIA AND HERZEGOVINA* Corresponding Author
International Journal of Professional Development, Learners and Learning, 6(1), 2024, ep2405, https://doi.org/10.30935/ijpdll/14388
Published: 22 March 2024
OPEN ACCESS   168 Views   122 Downloads
Download Full Text (PDF)

ABSTRACT

Students in Bosnia and Herzegovina (B&H) score very low on international assessments (TIMSS & PISA), lower than the countries in the region with which it shares similar background. In this paper the characteristics of teachers’ professional development (TPD) in the region of Western Balkan countries (Albania, B&H, Kosovo, Montenegro, North Macedonia, and Serbia) and Croatia are brought into correlation with average results in mathematics and science on TIMSS 2019. Research questions analyze teachers’ attitudes towards their profession and investigate the impact of professional development (PD) of mathematics and science teachers in the last two years, with a specific focus on the situation in B&H, on students’ achievement in mathematics and science. The findings indicate a lack of TPD as a contributing factor to lower results in B&H. The research suggests that B&H should consider reforms in the education system and enhance teachers’ attitudes towards their profession through intensified PD programs to advance education and learning.

CITATION (APA)

Bikić, N., Buzađija, N., & Nuić, I. (2024). Impact of teacher professional development on student achievement with a focus on Bosnia and Herzegovina: Analyzing TIMSS 2019 results in Western Balkan countries and Croatia. International Journal of Professional Development, Learners and Learning, 6(1), ep2405. https://doi.org/10.30935/ijpdll/14388

REFERENCES

  1. Alharbi, M. S., Almatham, K. A., Alsalouli, M. S., & Hussein, H. B. (2020). Mathematics teachers’ professional traits that affect mathematical achievement for fourth-grade students according to TIMSS 2015 results: A comparative study among Singapore, Hong Kong, Japan, and Saudi Arabia. International Journal of Educational Research, 104, 101671. https://doi.org/10.1016/j.ijer.2020.101671
  2. APOSO. (2023). The Agency for Pre-Primary, Primary, and Secondary Education. https://aposo.gov.ba/en/6-timss-2023-nrc-sastanak/
  3. Atar, H. Y. (2014). Multilevel effects of teacher characteristics on TIMSS 2011 science achievement. Eğitim ve Bilim [Education and Science], 39(172), 121-137.
  4. Blank, R. K., & de las Alas, N. (2009). The effects of teacher professional development on gains in student achievement: How metaanalysis provides scientific evidence useful to education leaders. Council of Chief State School Officers.
  5. Cohen, D. K., & Hill, H. C. (2001). Learning policy. Yale University Press. https://doi.org/10.12987/yale/9780300089479.001.0001
  6. Constitution. (2015a). Constitution of Bosnia and Herzegovina. https://www.ohr.int/ohr-dept/legal/laws-of-bih/pdf/001%20-%20Constitutions/BH/BH%20CONSTITUTION%20.pdf
  7. Constitution. (2015b). Constitution of the Federation of Bosnia and Herzegovina. https://www.ohr.int/ohr-dept/legal/laws-of-bih/pdf/001%20-%20Constitutions/FBH/
  8. Džumhur, Ž. (2019). TIMSS 2019 Izvješće za Bosnu i Hercegovinu [TIMSS 2019 report for Bosnia and Herzegovina]. https://aposo.gov.ba/hr/objavljeno-timss-2019-izvjesce-za-bosnu-i-hercegovinu/
  9. Lay, Y. F., & Chandrasegaran, A. L. (2018). The contribution of teacher preparation on grade 8 students’ science achievement in TIMSS: A comparative study between Malaysia and Singapore. Journal of Baltic Science Education, 17(4), 576-589. https://doi.org/10.33225/jbse/18.17.576
  10. Mullis, I. V. S., Martin, M. O., Foy, P., Kelly, D. L., & Fishbein, B. (2020). TIMSS 2019 international results in mathematics and science. TIMSS & PIRLS International Study Center. https://timss2019.org/reports/wp-content/themes/timssandpirls/download-center/TIMSS-2019-International-Results-in-Mathematics-and-Science.pdf
  11. Musset, P. (2010). Initial teacher education and continuing training policies in a comparative perspective: Current practices in OECD countries and a literature review on potential effects. OECD Publishing.
  12. OECD. (2005). Teachers matter: Attracting, developing and retaining effective teachers. Organization for Economic Co-operation and Development. https://doi.org/10.1787/9789264018044-en
  13. Song, K., Hur, E.-J., & Kwon, B.-Y. (2018). Does high-quality professional development make a difference? Evidence from TIMSS. Compare: A Journal of Comparative and International Education, 48(6), 954-972. https://doi.org/10.1080/03057925.2017.1373330
  14. Statute of the Brčko District. (2015). Statute of the Brčko District of Bosnia and Herzegovina. https://www.ohr.int/ohr-dept/legal/laws-of-bih/pdf/002%20%20Statute%20of%20the%20Brcko%20District%20of%20Bosnia%20and%20Herzegovina/
  15. Supovitz, J. A., & Turner, H. M. (2000). The effects of professional development on science teaching practices and classroom culture. Journal of Research in Science Teaching, 37(9), 963-980. https://doi.org/10.1002/1098-2736(200011)37:9<963::AID-TEA6>3.0.CO;2-0
  16. Unal, H., Demir, I., & Kilic, S. (2011). Teachers’ professional development and students’ mathematics performance: Findings from TIMSS 2007. Procedia-Social and Behavioral Sciences, 15, 3252-3257. https://doi.org/10.1016/j.sbspro.2011.04.280
  17. Wilson, S. M., Floden, R. E., & Ferrini-Mundy, J. (2002). Teacher preparation research: An insider’s view from the outside. Journal of Teacher Education, 53(3), 190-204. https://doi.org/10.1177/0022487102053003002
  18. Yavuz, H., Demirtasli, R., Yalcin, S., & Dibek, M. (2017). The effects of student and teacher level variables on TIMSS 2007 and 2011 mathematics achievement of Turkish students. Eğitim ve Bilim [Education and Science], 42(189), 27-47. https://doi.org/10.15390/EB.2017.6885
  19. Yildirim, O., & Demir, S. B. (2014). The examination of teacher and student effectiveness at TIMSS 2011 science and mathematics scores using multi level models. Pakistan Journal of Statistics, 30(6), 1211-1218.
  20. Yoon, K. S., Duncan, T., Lee, S. W.-Y., Scarloss, B., & Shapley, K. (2007). Reviewing the evidence on how teacher professional development affects student achievement. Issues & Answers. https://ies.ed.gov/ncee/edlabs/regions/southwest/pdf/rel_2007033.pdf