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<p>To ensure adequate staffing in schools, many primary schools in Germany employ teachers who are either teaching subjects outside their field of expertise, working outside their trained school track, or who lack traditional teacher training in the subjects of German and mathematics. This paper examines the impact of such staffing on teaching quality and student performance in the 4th&#xa0;grade. Based on data from the IQB Trends in Student Achievement 2021, a&#xa0;Multilevel Propensity Score Matching approach is first applied using data from <i>N</i> = 26,844 fourth-grade students and <i>N</i> = 1738 teachers. Subsequently, multilevel regression analyses are conducted to estimate the effects of these different teacher assignments compared to regularly assigned teachers, controlling for student characteristics, class composition, and teacher characteristics. The results indicate that, from the students’ perspective, there are no significant differences in teaching quality for German and mathematics between subject-out-of-field, school-out-of-field, or non-traditionally trained teachers compared to regularly assigned teachers. Regarding student performance, small negative effects are observed only in German and only for students taught by school-out-of-field teachers. The implications for educational administration and further research are discussed.</p>

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Unterrichtsqualität und Schülerleistungen in der Grundschule: Effekte des Einsatzes schulartfremder, fachfremder und nicht-grundständig ausgebildeter Lehrkräfte

  • 期刊论文

  • 出版模式：

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  • 发表日期：

    2026年2月18日

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  • Eric Richter,
  • Sofie Henschel,
  • Sebastian Weirich,
  • Stefan Schipolowski,
  • Lars Hoffmann,
  • Dirk Richter

摘要

To ensure adequate staffing in schools, many primary schools in Germany employ teachers who are either teaching subjects outside their field of expertise, working outside their trained school track, or who lack traditional teacher training in the subjects of German and mathematics. This paper examines the impact of such staffing on teaching quality and student performance in the 4th grade. Based on data from the IQB Trends in Student Achievement 2021, a Multilevel Propensity Score Matching approach is first applied using data from N = 26,844 fourth-grade students and N = 1738 teachers. Subsequently, multilevel regression analyses are conducted to estimate the effects of these different teacher assignments compared to regularly assigned teachers, controlling for student characteristics, class composition, and teacher characteristics. The results indicate that, from the students’ perspective, there are no significant differences in teaching quality for German and mathematics between subject-out-of-field, school-out-of-field, or non-traditionally trained teachers compared to regularly assigned teachers. Regarding student performance, small negative effects are observed only in German and only for students taught by school-out-of-field teachers. The implications for educational administration and further research are discussed.