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Teachers’ Effect on Student Outcome (TESO)

This project follows students from grade 9 to 10 investigating which aspects of teachers’ competence and instruction promote students’ increased learning outcome, motivation and well-being.

How does teacher competence effect instruction and student learning? Photo of teacher with group of students: colourbox.

How does teacher competence effect instruction and student learning? Photo: colourbox.

About the project

TESO is a project that aims to increase the knowledge about the importance of teachers for student well-being, learning gains, and motivation in science and mathematics. What is the importance of teachers’ competence for their instruction, and how does this competence and instruction affect the students?

Could it be that certain types of practices work better for some groups of students (e.g. native speakers of Norwegian), while other types of practices work better for another group of students (not native speakers)?

To be able to draw robust and generalizable inferences related to these questions, a longitudinal extension of the international large-scale survey Trends in Mathematics and Science Study (TIMSS) with representative samples of students will be carried out, along with a video study with a representative subsample of these students in Oslo.


The research project has two main aims:

1. to examine what aspects of teacher competence and instruction that foster increased well-being, motivation and learning gain in mathematics and science.

2. to examine what types of practices that are effective for different groups of students (gender, family background, and mother tongue).

Background and data

Theoretically, TESO builds on previous research from Germany and the US as these are leading milieus within this field. Both quantitative and qualitative data is collected; In addition to tests in mathematics and science for students in grade 9 and 10, these students and their teachers respond to questionnaires.  A subsample of the students (representative of Oslo) also participates in a video study. The four year project will start up in the autumn of 2018 and two PhD students are involved in the project.


The project is financed by the Norwegian Research Counsil (the FINNUT program).


CEMO - Centre for Educational Measurement



Teaching quality and student learning (PhD-project)


  • Teig, Nani & Nilsen, Trude (2022). Profiles of instructional quality in primary and secondary education: Patterns, predictors, and relations to student achievement and motivation in science. Studies in Educational Evaluation. ISSN 0191-491X. 74, p. 1–17. doi: 10.1016/j.stueduc.2022.101170.
  • Teig, Nani (2022). Inquiry in Science Education. In Nilsen, Trude; Stancel-Piątak, Agnes & Gustafsson, Jan-Eric (Ed.), International Handbook of Comparative Large-Scale Studies in Education. Springer. ISSN 978-3-030-38298-8. doi: 10.1007/978-3-030-38298-8_62-1.

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Published July 24, 2018 3:50 PM - Last modified Feb. 9, 2022 12:28 PM