Do Educators’ Demographic Characteristics Drive Learner Academic Performance? Examining the Role of Gender, Qualifications, and Experience
The influence of educators’ demographic characteristics on learner academic performance has garnered attention, particularly in developing countries. However, gaps remain in understanding the relationship between demographic factors, professional qualifications, and student academic performance, esp...
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MDPI AG
2025-04-01
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| Series: | Education Sciences |
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| author | Vuyelwa Signoria Mpiti Thobeka Ncanywa Abiola John Asaleye |
| author_facet | Vuyelwa Signoria Mpiti Thobeka Ncanywa Abiola John Asaleye |
| author_sort | Vuyelwa Signoria Mpiti |
| collection | DOAJ |
| description | The influence of educators’ demographic characteristics on learner academic performance has garnered attention, particularly in developing countries. However, gaps remain in understanding the relationship between demographic factors, professional qualifications, and student academic performance, especially in under-resourced educational environments; this study examines the impact of educator demographics and qualifications on learner performance. The study investigates four key objectives: (i) analysing the relationship between educator qualifications and learner academic performance, (ii) evaluating the effect of educator demographic factors on learner academic performance, (iii) comparing the relative influence of demographic characteristics and professional qualifications, and (iv) assessing the validity of Mincer’s Earnings Function in capturing diminishing returns to experience. Using secondary data from the South African School Administration and Management System (SA-SAMS), this study examines 70 educators across five secondary schools. An Ordinary Least Squares (OLS) regression model is employed for estimation, with Robust Least Squares (RLS) used as a validation technique to ensure result consistency. The empirical results reveal that teaching experience and gender significantly influence learner performance, whereas age and formal qualifications exhibit no statistical effect. The findings further confirm diminishing returns to experience, indicating that while teaching experience enhances academic performance, its marginal impact declines beyond a certain threshold. |
| format | Article |
| id | doaj-art-87fc1d7bdfb44c2d9b0ad16698e064c8 |
| institution | OA Journals |
| issn | 2227-7102 |
| language | English |
| publishDate | 2025-04-01 |
| publisher | MDPI AG |
| record_format | Article |
| series | Education Sciences |
| spelling | doaj-art-87fc1d7bdfb44c2d9b0ad16698e064c82025-08-20T02:28:28ZengMDPI AGEducation Sciences2227-71022025-04-0115448710.3390/educsci15040487Do Educators’ Demographic Characteristics Drive Learner Academic Performance? Examining the Role of Gender, Qualifications, and ExperienceVuyelwa Signoria Mpiti0Thobeka Ncanywa1Abiola John Asaleye2Department of Maths, Science, and Technology Education, Faculty of Education, Walter Sisulu University, Private Bag X1 UNITRA, Mthatha 5117, South AfricaDirectorate of Research Development and Innovation, Walter Sisulu University, Private Bag X1 UNITRA, Mthatha 5117, South AfricaDepartment of Business Management & Economics, Faculty of Economic and Financial Sciences, Zamukulungisa Campus, Walter Sisulu University, P/Bag X 6030, Mthatha 5099, South AfricaThe influence of educators’ demographic characteristics on learner academic performance has garnered attention, particularly in developing countries. However, gaps remain in understanding the relationship between demographic factors, professional qualifications, and student academic performance, especially in under-resourced educational environments; this study examines the impact of educator demographics and qualifications on learner performance. The study investigates four key objectives: (i) analysing the relationship between educator qualifications and learner academic performance, (ii) evaluating the effect of educator demographic factors on learner academic performance, (iii) comparing the relative influence of demographic characteristics and professional qualifications, and (iv) assessing the validity of Mincer’s Earnings Function in capturing diminishing returns to experience. Using secondary data from the South African School Administration and Management System (SA-SAMS), this study examines 70 educators across five secondary schools. An Ordinary Least Squares (OLS) regression model is employed for estimation, with Robust Least Squares (RLS) used as a validation technique to ensure result consistency. The empirical results reveal that teaching experience and gender significantly influence learner performance, whereas age and formal qualifications exhibit no statistical effect. The findings further confirm diminishing returns to experience, indicating that while teaching experience enhances academic performance, its marginal impact declines beyond a certain threshold.https://www.mdpi.com/2227-7102/15/4/487learner performanceexperiencegenderqualificationseducation policy |
| spellingShingle | Vuyelwa Signoria Mpiti Thobeka Ncanywa Abiola John Asaleye Do Educators’ Demographic Characteristics Drive Learner Academic Performance? Examining the Role of Gender, Qualifications, and Experience Education Sciences learner performance experience gender qualifications education policy |
| title | Do Educators’ Demographic Characteristics Drive Learner Academic Performance? Examining the Role of Gender, Qualifications, and Experience |
| title_full | Do Educators’ Demographic Characteristics Drive Learner Academic Performance? Examining the Role of Gender, Qualifications, and Experience |
| title_fullStr | Do Educators’ Demographic Characteristics Drive Learner Academic Performance? Examining the Role of Gender, Qualifications, and Experience |
| title_full_unstemmed | Do Educators’ Demographic Characteristics Drive Learner Academic Performance? Examining the Role of Gender, Qualifications, and Experience |
| title_short | Do Educators’ Demographic Characteristics Drive Learner Academic Performance? Examining the Role of Gender, Qualifications, and Experience |
| title_sort | do educators demographic characteristics drive learner academic performance examining the role of gender qualifications and experience |
| topic | learner performance experience gender qualifications education policy |
| url | https://www.mdpi.com/2227-7102/15/4/487 |
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