The Impact of Student-Teacher Pairings on Teacher Effectiveness

Abstract

This study tests the hypothesis that types of students tend to differ in the benefit that they receive from various types of teachers. Factor analysis was used to identify four types of students (kindergarten children) and four types of teachers. The findings from the analysis of variance procedure were that a certain type of teacher was significantly more effective with one type of student than with another. The knowledge that different types of teachers tend to differ in the success they have with the same type of student, and that different types of students tend to differ in the benefit they receive from the same type of teacher might provide a basis for the matching of students with teachers.