Teaching factors associated with the comprehensive development of students: An observational study

Abstract

This paper shows classroom factors related to the integral development of Ibero-American students in primary education. It presents a study in which educational researchers observed 254 classrooms at 98 schools in 9 Ibero-American countries. The results show the relationship between the data from observation process and student mathematics performance, self-concept, and school satisfaction. The data describe classroom factors associated with student’ performance, self-concept, and school wellbeing. These factors include classroom environment, lesson preparation and structure, activities, assessment and feedback, homework, and classroom time management. Our results allow a greater comprehension of the classroom factors that impact student development.