A Study On The Impact Of School Faculty Structure On Students' Academic Performance

As one of the core subjects of educational activities,the individual and group characteristics of teachers affect students' academic performance to varying degrees.That is to say,in addition to individual teaching activities and personal traits,which have a more direct impact on students' academic performance,the demographic structure of teachers,such as gender structure,teaching age structure,professional title structure and educational background structure,is also equally important.On the one hand,previous researches focus more on individual teachers and less on the effect on the structure of teacher troop.The results of existing researches on the influence of teacher troop structure on student performance have not reached a consistent conclusion due to small sample size or regional differences.On the other hand,in the practice of teacher team construction,such phenomena as "equal structure means reasonable structure" and "supply of highly educated teachers means input of high-quality teachers" not only affect the fairness of teacher selection,but may lead to "imbalance" in the construction of teacher team in the long run.Therefore,based on the monitoring data of compulsory education students in provinces,this study analyzes the influence of the structure of school teachers on students' performance,hoping to provide some empirical basis for optimizing the construction of compulsory education teachers based on the above research results.Structural-functionalism,the theory of mutualism and system theory as theoretical basis in this study,choose the eastern part of our country compulsory education J province education quality monitoring data,and by using the multi-layer linear model(HLM)as the main research method to build“students and teachers(school level)”two layers of regression model to obtain more robust empirical results finally,namely the structure of compulsory education teaching faculty students academic performance have significant influence and layer shows the specific influence of different variables on the students.The following four conclusions are found :(1)The structure of teachers' educational background has a significant impact on students' academic performance,but there are differences in learning motivation and self-confidence among students.(2)The structure of teachers' gender and professional title have no significant influence on middle school students' achievement,but have positive and significant prediction on primary school achievement.(3)The structure of teachers' age has no significant influence on the achievement of primary school students,but has a significant negative prediction for middle school students.(4)The structure of teacher troop in primary and secondary schools has no significant prediction on the influence of students' family economic and social status on their academic performance.According to the research conclusions,the following countermeasures are put forward :(1)The school should attach importance to the cultivation of the motivation and self-confidence of middle school students to achieve their self-development.(2)Through clarifying differences in the needs of primary and secondary school teachers,the level of teacher supply is detailed.(3)The development of teachers' professional quality should be continuously extended and the "re-growth" of senior teachers should be emphasized.(4)It's important to pay more attention to the macro structural adjustment of the teaching troop,and gradually narrow the achievement gap caused by students' family background.