Science for Education Today, 2020, vol. 10, no. 4, pp. 156–173

The impact of initial teacher education quality on secondary school leavers’ learning achievement

Matveeva N. A. 1 (Barnaul, Russian Federation), Kulish V. V. 1 (Barmaul, Russian Federation), Lazarenko I. R. 1 (Barmaul, Russian Federation)
1 Altai State Pedagogical University

Introduction. The article presents an analysis of the results of an empirical study on the problem of ensuring the quality of general secondary education. The purpose of the article is to identify the influence of teacher education quality on the effectiveness of secondary education.
Materials and Methods. The empirical study was carried out using the document analysis method. Research data were collected from school websites in the Altai Krai (the Russian Federation). The criteria for selecting schools were the maximum and minimum Unified State Examination scores of school leavers in 2018. The authors analyzed the teaching staff of schools according to the criteria of their qualification (degree) and continuing professional development. The authors analyzed the types of degrees completed by teachers in order to identify correlations between teachers’ academic degrees and school leavers’ Unified State Examination minimum and maximum scores. A comparative method was used to compare the influence of teachers, who have academic degrees in Education from Pedagogical universities with that of teachers who completed degrees in any other fields, on learning achievement of their students.
Results. The article reveals the impact of initial teacher education on the effectiveness of secondary general education. The authors emphasized the role of degrees in Education from the regional pedagogical university in getting maximum and minimum exam scores by school leavers. The influence of initial teacher education on school leavers’ learning outcomes in different districts of the Altai Krai is compared. The article provides recommendations on the effective use of the potential of a pedagogical university in ensuring the quality of secondary education in the region.
Conclusions. The study revealed the correlation between the type of initial teacher education and school leavers’ learning outcomes. The positive role of teacher education in ensuring the quality of secondary education has been proved.


Teacher education; Teacher education quality; Initial teacher education; Pedagogical university; Graduate of a pedagogical university; The quality of secondary general education; School leaver’s learning achievement.

Prominence Percentile SciVal: 97.170 Teacher Evaluation | Teacher Labor Markets | Charter Schools

The impact of initial teacher education quality on secondary school leavers' learning achievement

For citation:
Matveeva N. A., Kulish V. V., Lazarenko I. R. The impact of initial teacher education quality on secondary school leavers’ learning achievement. Science for Education Today, 2020, vol. 10, no. 4, pp. 156–173. DOI:
  1. Cao Y., Postareff L., Lindblom-Ylänne S., Toom A. Teacher educators’ approaches to teaching and connections with their perceptions of the closeness of their research and teaching. Teaching and Teacher Education, 2019, vol. 85, pp. 125–136. DOI:
  2. Nielsen B. L., Laursen H. D., Reol L. A., Jensen H., Kozina A., Vidmar M., Rasmusson M., Marušić I., Denk A., Roczen N., Jurko S., Ojstersek A. Social, emotional and intercultural competencies: a literature review with a particular focus on the school staff. European Journal of Teacher Education, 2019, vol. 42 (3), pp. 410–428. DOI:
  3. Mak P. Impact of professional development programme on teachers’ competencies in assessment. Journal of Education for Teaching, 2019, vol. 45 (4), pp. 481–485. DOI:
  4. Myrberg E., Johansson S., Rosén M. The Relation between Teacher Specialization and Student Reading Achievement. Scandinavian Journal of Educational Research, 2019, vol. 63 (5), pp. 744–758. DOI:
  5. Szumski G., Karwowski M. Exploring the Pygmalion effect: The role of teacher expectations, academic self-concept, and class context in students’ math achievement. Contemporary Educational Psychology, 2019, vol. 59, pp. 101787. DOI:
  6. Gilar-Corbi R., Miñano P., Veas A., Castejón J.-L. Testing for invariance in a structural model of academic achievement across underachieving and non-underachieving students. Contemporary Educational Psychology, 2019, vol. 59, pp. 101780. DOI:
  7. Bhai M., Horoi I. Teacher characteristics and academic achievement. Applied Economics, 2019, vol. 51 (44), pp. 4781–4799. DOI:
  8. Ansari A., Pianta R. C. Teacher–child interaction quality as a function of classroom age diversity and teachers’ beliefs and qualifications. Applied Developmental Science, 2019, vol. 23 (3), pp. 294–304. DOI:
  9. Osipov A. M., Matveeva N. A., Boyadzhieva P. A., Vorontsov Ya. A. Russian education in paper abyss: A sociological view. Sotsiologicheskie Issledovaniya, 2020, no. 3, pp. 60–70. (In Russian) DOI:  URL:

10. Ivanova V. A., Matveeva N. A., Osipov A. M., Rysakova P. I. Contemporary sociology of education in Russia. Results and development problems. Sotsiologicheskie Issledovaniya, 2013, no. 5, pp. 95–103. (In Russian) URL:

11. Zborovsky G., Ambarova P. The dream of quality education: Contradictions in the development of educational communities in Russian Universities. Universe of Russia. Sociology. Ethnology, 2019, vol. 28 (2), pp. 98–124. (In Russian) DOI:  URL:

12. Osipov A. M. Teachers in the context of sociology of education: theoretical approaches, research priorities. Sotsiologicheskie Issledovaniya, 2018, no. 3, pp. 45–52. (In Russian) DOI: URL:

13. Matveeva N. A. Self-esteem of pedagogical university graduates of readiness for independent professional activities. Bulletin of the Altai State Pedagogical University, 2018, no. 3, pp. 31–34. (In Russian)

14. Matveeva N. A. Quality of pedagogical education under evaluation of newly quallified teachers and school administration. Mir Nauki, Kultury, Obrazovaniya, 2018, no. 1, pp. 107–109. (In Russian) URL:

15. Nagovitsyn R. S., Bartosh D. K., Ratsimor A. Y., Neverova N. V. Modernization of regional continuing pedagogical education in the «school-college-institute». European Journal of Contemporary Education, 2019, vol. 8 (1), pp. 144–156. DOI:  URL:

16. Bazarova T., Dagbaeva N., Namsaraev S., Waganova W., Fomizkaya G. A system of continuing pedagogical education in Russia: current state and prospects. International Journal of Educational Management, 2018, vol. 32 (7), pp. 1215–1222. DOI: URL:

17. Osipov A. M., Matveeva N. A. Institutional barriers and education accessibility mechanisms: conception and regional dynamics. Sotsiologicheskie Issledovaniya, 2015, no. 7, pp. 37–48. (In Russian) URL:

Date of the publication 31.08.2020