Opportunity to learn (OTL) and teaching effectiveness: an exploratory analysis of associated factors

Abstract

INTRODUCTION. This paper analyzes the time that teachers devote to teaching specific teaching activities and promote learning among their students. We consider that these times are a key standard of Opportunity to Learn (OTL) and a feature of teacher effectiveness. The main objective is to explore the variables associated with the distribution of faculty time devoted to teaching and learning tasks. METHOD. Starting from the 2013 TALIS survey, we analyze the time that Spanish teachers devote to administrative tasks, controlling behaviors and the processes of teaching and learning. The study includes characteristics and attitudes of 2914 secondary school teachers, the working environment of their classrooms, the student composition and achievement, plus the instructional procedures. With this information three models of multiple regression analysis are compared by adding a different set of variables related to administrative tasks, maintaining order and the methodology followed in regards to teaching and learning. The Replicates module for SPSS is applied due to the stratification of the sample and the variables are standardized to be interpreted as effect size. RESULTS. Spanish teachers spend less time teaching-learning tasks, than those of neighboring countries. The kind of subject, attitudes, expectations, gender and teaching experience have less explanatory power than the methodology and the climate of discipline in time distribution. DISCUSSION. The different conditions that facilitate effective teaching require the adoption of strategies, especially in disadvantaged socio-cultural schools and students with learning disabilities. Taking into account teachers characteristics, methodological strategies and classroom groups made at schools, educational leadership should take into account approaches aimed at increasing teacher effectiveness.