References
Adolphus, T. & Aziaka, L. S. (2020). Influence of Teacher Qualification and Experience on Secondary School Physics Students? Enrolment and Academic Attainment Rivers State, Nigeria. Blömeke, S., Olsen, R. V., & Suhl, U. (2016). Relation of student achievement to the quality of their teachers and instructional quality.In T. Nilsen& J.-E.Gustafsson (Eds.), Teacher quality, instructional quality and student outcomes. IEA Research for Education 2, 21–50 Buddin, R. & Gema, Z. (2009).Teacher qualifications and student achievement in urban elementary schools.Journal of Urban Economics. (66), 2, 103-115. Cavalluzzo, L. C. (2004). Is National Board Certification an Effective Signal of Teacher Quality? Alexandria, Virginia: The CNA Corporation. Retrieved March 9, 2013 from http://www.nbpts.org/userfiles/file/final_study_11204_d_-_cavalluzzo_-_cna_corp..pdf. Clotfelter, C.T., Ladd, H.F., & Vigdor, J.L. (2010). Teacher credentials and student achievement in high school: A cross-subject analysis with student fixed effects. The Journal of Human Resources, 45(3), 665-681. Croninger, G.R. &Valli, I. (2009).Challenges to studying the teaching of reading in elementary classrooms (Sage). Journal of Educational Researchers, 38(2), 100-108. Crosnoe, R., Johnson, M. K., & Elder, G. H. (2004). Intergenerational bonding in school: The behavioural and contextual correlates of students-teacher relationship. Sociology of Education, 77(1), 60-81. Curby, T.W., Rudasill, K.M., Ewards, T. & Perez, E. (2011). The role of classroom quality in a metrolating the academic and social risks associated with difficulty temperament. School Psychology Quarterly, 26(2), 175-180. Darling-Hammond, L. (1998). Teacher and teaching; testing policy hypothesis from a national commission report. Educational Researcher. 27(1):5-15. Darling-Hammond, L. (2000). Teacher quality and student achievement: A review of state policy evidence. Education Policy Analysis Archives, 8(1), 1–44. Darling-Hammond, L. (2014).Strengthening clinical preparation: The holy grail of teacher education.Peabody Journal of Education, 89(4), 547–561. Dougles, E.P., &Amelink, C.T. (2009).Quantitative, qualitiative and mixed research methods in engineering education. Journal of Engineering Education, 98(1), 53-66. Eccles, J.S., Midgley, C.J., Wigfield, A., Buchanan, C.M., Reuman, D., Flanagan, C., & Mac Iver, D., (1993). Development during adolescence: the impact of stage-environment fit on young adolescents experiences in schools and families (1993). In J.M. Notterman (ed.), the evolution of psychology: Fifty years of the American psychologist. Farrer, C.J., & Skinner, E. (2003). Sense of relatedness as a factor in children academic engagement and performance. International Journal of Educational Psychology, 7(6), 30- 40. Fives, H. & Buehl, M. M. (2012). Spring cleaning for the “messy” construct of teachers? beliefs: What are they? Which have been examined? What can they tell us.APA Educational Psychology Handbook, 2, 471–499. Gibbons S, Kimmel, H & O?Shea, M. (1997). Changing Teacher Behaviour through Staff Development: Implementing the Teaching and Content Standards in Science School Science and Mathematics; 976 (1):302-340. Guo, Y., Sun, S., Breitsmith, A., Morrison, F.J., & Connor, M.C. (2015). Behavioural engagement and reading achievement in elementary-school-age children: A longitudinal cross-lagged analysis. Journal of Education Psychology, 107(2), 332-344. Hamre, B.K., Pianta, R.C., Downer, J.T., & Mashburn, A.J. (2008). Teachers? perceptions of conflict with young students: looking beyond problem behaviours. Social Development, 17(1), 115-136. Hanuskek, E.A., Kan, J.F., O?Brian, D.M., & Rivkin, S.G. (2005). The market for teacher quality. National Bureau of Economic Research Workingpaper 11154 retrieved march 9, 2013 from http://www.nber.org/papers/w11154. Hardy, I. & Smith, E. (2006) „Contesting tertiary teaching qualification: An Australian Perspective’ Teaching in Higher Education, 11(2), 337-350. Henson, R. (2002). From adolescent Angst to Adulthood: Substantive implications and measurement dilemmas in the development of teacher e?cacy research. Educational Psychologist, 37 (2), 137–150. Humensiky, J., Kuwabar, S., Fogee, J., Well, C., Goodwin, A., & Voorhees, V. (2010). Adolescent with depressive symptoms and their challenges with learning in school. The International Journal of Emotional Education, 5(3), 200-210. Jepsen, C. (2005). Teacher characteristics and student achievement evidence from teacher survey. Journal of Urban Economics.52(2), 5-10. Klassen, R., &Tze, V. (2014). Teacher?s self-e?cacy, personality and teacher?se?ectiveness: A meta-analysis. Educational Research Review, 12,59–76. Kunter, M., Klusmann, U., Baumert, J., Richter, D., Voss, T., &Hachfeld, A. (2013). Professional competence of teachers: E?ects on instructional quality and student development. Journal of Educational Psychology, 105(3), 805. Minishi,O., Muni, E., Mutai, P., Munyeke, F., &Omolo, H. (2004). Secondary physics students book one, Nairobi: Kenya Literature Bureau. Otieno, N. O. (2009). Use of discussion methods on secondary school students? achievement in physics.A case study of UasinGishu District.Thesis, Moi University. Perry, G.H., Dominy, N.J., Claw, K.G., Lee, A.S., Fiegler, H., Redon, R., Werner, J., Villane, F.A., Mountain, J.L., Misra, R., Cartel, N.P., Lee, C., & Stone, A.C. (2007). Dict and the evolution of human analyses gene copy numbers variation nature genetics, 39(10), 1256- 1260. Pravica, M. (2005).The importance of physics. Breakthroughs Drive Economy, Quality of Life Research,3(4), 60-66. Rice, J. K. (2010). The impact of teacher experience: Examining the evidence and policy implications. Brief no. 11.National Center for Analysis of Longitudinal Data in Education Research. Washington DC: The Urban Institute. (2010). Research brief for the Center for Longitudinal Data in Education Research,11(10), 12-21. Scherer, R., & Gustafsson, J. E. (2015). Student assessment of teaching as a source of information about aspects of teaching quality in multiple subject domains: An application of multilevel bifactor structural equation modeling. Frontiers in Psychology, 6(15), 50- 60. Stringfield, S. & Teddlie, C. (1991). School, classroom and students? level indicators of rural school effectiveness.A Journal of Research in Rural Education, 7(1), 15-28. Tschannen-Moran, M., Woolfolk, H. A., & Hoy, W. K. (1998). Teacher e?cacy: Its meaning and measure. Review of Educational Research, 68, 202–248. Wayne, A. J. &Youngs, P. (2003). Teacher characteristics and student achievement gains: A review. Review of Educational Research, 73,89–122. Weinert, F. E., Schrader, F. W., &Helmke, A. (1989).Quality of instruction and achievement outcomes.International Journal of Educational Research, 13(8), 895–914. Wheatley, K. (2005). The case for reconceptualizing teacher e?cacy research.Teaching and Teacher Education, 21, 747–766. Wiswall, M. (2013).The dynamics of teacher quality. Journal of Public Economics, 100,61–78. Zee, M., &Koomen, H. (2016). Teacher self-e?cacy and its e?ects on classroom processes, student academic adjustment, and teacher well-being: A synthesis of 40 years of research.Review of Educational Research, 86, 981–1015.