Differential Teacher Effectiveness: Towards a model for research and teacher appraisal

  • Campbell R
  • Kyriakides L
  • Muijs R
 et al. 
  • 53


    Mendeley users who have this article in their library.
  • 55


    Citations of this article.


The article reviews the research on teacher effectiveness and develops the case for a model of teacher effectiveness in which differential effectiveness is incorporated. Five problems with current concepts of teacher effectiveness are identified: undue influence of available techniques upon the concept; emphasis on school, to the detriment of teacher, effectiveness; tenuous relationship to teacher improvement; narrowness of operational definitions in research; and the development of generic, rather than differentiated, models. In addition the failure of existing models to explain variance in pupil outcome at the classroom level, the neglect of teacher self-evaluation, and the restricted measures of pupil outcomes are noted. A differential model is proposed incorporating five dimensions of difference. These refer to teacher activity, outside as well as inside the classroom; curriculum subject; pupil background factors; pupil personal characteristics; cultural and organisational contexts of teaching. The de...

Get free article suggestions today

Mendeley saves you time finding and organizing research

Sign up here
Already have an account ?Sign in

Find this document

Get full text


  • R. J. Campbell

  • L. Kyriakides

  • R. D. Muijs

  • W. Robinson

Cite this document

Choose a citation style from the tabs below

Save time finding and organizing research with Mendeley

Sign up for free