Student achievement is of the highest concern for the government, educational administrators and parents. Researchers have looked at several possible student factors that affect student achievement. However, very little research has been done on teacher factors and their relationship with student achievement. The current study looked at the relationships among teacher absence, teacher job satisfaction, work-family conflict, family/work conflict, teachers' attitudes towards achievement measures, and their correlation with Virginia's standardized measure of student achievement; the Standards of Learning (SOLs). District differences in student achievement were also examined. Three school districts in southeastern Virginia accepted the invitation to participate. Responses from teachers who were employed by any of the three school districts and teaching third or fifth grade during the 2004-2005 school year were analyzed and included in the study. Survey data obtained from 197 third and fifth grade teachers from southeastern Virginia public elementary schools were used to assess teacher factors. The Standards of Learning were used to assess student achievement. Significant relationships were found between several teacher factor variables. Teacher absence variables were significantly correlated to Family/Work Conflict. As family's interference with work increased, illness absence increased also. TJSQ scores were significantly correlated to SOLTAS score and Work/Family Conflict. As job satisfaction increased negative attitudes towards the SOLs and Work/Family Conflict increased as well. There were also significant positive relationships between Age, SOL TAS scores, and Work/Family Conflict. As teachers' ages increased, negative attitudes towards the SOLs and work's interference with family increased as well. School Districts differed significantly on TJSQ scores, Family/Work Conflict, and in all three subject areas of Student Achievement.
","abstract_html":"<p>Student achievement is of the highest concern for the government, educational administrators and parents. Researchers have looked at several possible student factors that affect student achievement. However, very little research has been done on teacher factors and their relationship with student achievement. The current study looked at the relationships among teacher absence, teacher job satisfaction, work-family conflict, family/work conflict, teachers' attitudes towards achievement measures, and their correlation with Virginia's standardized measure of student achievement; the <em>Standards of Learning</em> (<em>SOL</em>s). District differences in student achievement were also examined. Three school districts in southeastern Virginia accepted the invitation to participate. Responses from teachers who were employed by any of the three school districts and teaching third or fifth grade during the 2004-2005 school year were analyzed and included in the study. Survey data obtained from 197 third and fifth grade teachers from southeastern Virginia public elementary schools were used to assess teacher factors. <em>The Standards of Learning</em> were used to assess student achievement. Significant relationships were found between several teacher factor variables. Teacher absence variables were significantly correlated to Family/Work Conflict. As family's interference with work increased, illness absence increased also. TJSQ scores were significantly correlated to <em>SOL</em>TAS score and Work/Family Conflict. As job satisfaction increased negative attitudes towards the <em>SOL</em>s and Work/Family Conflict increased as well. There were also significant positive relationships between Age, <em>SOL </em>TAS scores, and Work/Family Conflict. As teachers' ages increased, negative attitudes towards the <em>SOL</em>s and work's interference with family increased as well. School Districts differed significantly on TJSQ scores, Family/Work Conflict, and in all three subject areas of Student Achievement.</p>","abstract_has_math":false,"creators":["Harmon, Jewelle L."],"institution":null,"degree_name":"Master of Science (MS)","degree_level":"Thesis","degree_discipline":"Psychology","degree_department":null,"school":null,"contributors":["Elaine M. Justice","Janis V. Sanchez","Barry Gillen"],"advisors":[],"committee_chairs":[],"committee_members":[],"year":2006,"date_issued":"2006-07-01T07:00:00Z","date_published":"2006-07-01T07:00:00Z","updated_at":"2026-07-24T03:34:25Z","subjects":["Student achievement","Student factors","Teachers","Standards of Learning","Educational Psychology","Elementary Education","Industrial and Organizational Psychology"],"languages":[],"rights":["In Copyright. URI: http://rightsstatements.org/vocab/InC/1.0/ This Item is protected by copyright and/or related rights. You are free to use this Item in any way that is permitted by the copyright and related rights legislation that applies to your use. For other uses you need to obtain permission from the rights-holder(s).
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"]},{"key":"dc:title","label":"Title","values":["Teacher Factors That Influence Student Achievement: A Study of Third and Fifth Grade Teachers"]}]}],"canonical_facts":{"dc:contributor":["Elaine M. Justice","Janis V. Sanchez","Barry Gillen"],"dc:creator":["Harmon, Jewelle L."],"dc:date.available":["2019-04-02T07:00:00Z"],"dc:description.abstract":["Student achievement is of the highest concern for the government, educational administrators and parents. Researchers have looked at several possible student factors that affect student achievement. However, very little research has been done on teacher factors and their relationship with student achievement. The current study looked at the relationships among teacher absence, teacher job satisfaction, work-family conflict, family/work conflict, teachers' attitudes towards achievement measures, and their correlation with Virginia's standardized measure of student achievement; the Standards of Learning (SOLs). District differences in student achievement were also examined. Three school districts in southeastern Virginia accepted the invitation to participate. Responses from teachers who were employed by any of the three school districts and teaching third or fifth grade during the 2004-2005 school year were analyzed and included in the study. Survey data obtained from 197 third and fifth grade teachers from southeastern Virginia public elementary schools were used to assess teacher factors. The Standards of Learning were used to assess student achievement. Significant relationships were found between several teacher factor variables. Teacher absence variables were significantly correlated to Family/Work Conflict. As family's interference with work increased, illness absence increased also. TJSQ scores were significantly correlated to SOLTAS score and Work/Family Conflict. As job satisfaction increased negative attitudes towards the SOLs and Work/Family Conflict increased as well. There were also significant positive relationships between Age, SOL TAS scores, and Work/Family Conflict. As teachers' ages increased, negative attitudes towards the SOLs and work's interference with family increased as well. School Districts differed significantly on TJSQ scores, Family/Work Conflict, and in all three subject areas of Student Achievement.
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"],"dc:subject":["Student achievement","Student factors","Teachers","Standards of Learning","Educational Psychology","Elementary Education","Industrial and Organizational Psychology"],"dc:title":["Teacher Factors That Influence Student Achievement: A Study of Third and Fifth Grade Teachers"],"thesis:degree_discipline":["Psychology"],"thesis:degree_level":["Thesis"],"thesis:degree_name":["Master of Science (MS)"]},"updated_at":"2026-07-24T03:34:25Z"}