BECE. Newsletter 

Vol.19, No.1, 2025, BECE 1930 

 

 

 

 

The Relationship between the Teacher Education 

Level and Student Academic Achievement: 

An Empirical Study Based on Data from the China 

Education Panel Survey 

By Gu, J. & Xu, X. 
Correspondence to: Xinyue Xu, Changchun University of Technology, China. E-

mail: 95577638@qq.com  

ptimizing teachers’ qualifications has been viewed as a consequential 

strategy for the comprehensive enhancement of the quality of basic ed-

ucation in China. Drawing on baseline and follow-up data from the China 

Education Panel Survey (CEPS), this study investigates the effects of teacher 

education levels on student academic performance using the hierarchical lin-

ear model (HLM). The effects are measured by the students’ academic gains 

in secondary Chinese language, mathematics, and English. 

Research Findings:  

• The effects of teacher education levels on student academic per-

formance in Chinese language and English is not affected by the 

choice of analysis model and other factors. The effects of teacher 

education levels on student academic performance in mathemat-

ics can be affected or moderated by other explanatory variables. 

• Higher teacher education levels (full-time university degrees or 

above) have more significant positive effects on student academ-

ic progress in Chinese language and English, compared with 

lower teacher education levels (junior college degrees), whereas 

the gap between higher and medium teacher education levels 

(adult undergraduate course degrees) is not significant. Higher 

teacher education levels have more noticeable effects on students’ 

academic gains in mathematics than lower ones. 

The study uses ANOVA and T-test to analyze the questionnaires from 

the CEPS, aiming to pinpoint the factors influencing the effects in question. 

Teaching behaviors, such as providing personalized tutoring, posing ques-

tions, and giving praises, are salient factors contributing to student academic 

progress. Moreover, teachers with higher education levels are more skillful in 

choosing suitable teaching methods and leveraging digital media to meet the 

needs of students. 

Policy implications of the study include: (i) Raising teacher entry 

qualifications is helpful in narrowing the achievement gaps generated by stu-

O 

mailto:95577638@qq.com


 

Vol.19, No.1, 2025, BECE 1931 

dents’ personal factors. (ii) In the meantime, it is important to expand oppor-

tunities for in-service teachers to further elevate their education levels. 

 
Source: Contemporary Teacher Education, 2024; 17(3):67-76.