Dear Kola, 'Teaching Theory' as mentioned in your question perhaps refers to instructional theories focus on the methods of instruction for teaching curricula. AS rightly pointed out, conducting a research on exploring the relationship between teachers' qualifications and students' academic performance must be be supported with teaching theories. Theories in teaching or imparting instructions are generally autonomous learning, coyote teaching, inquiry-based instruction, lecture, maturationism, socratic method, outcome-based education, taking children seriously, and transformative learning. One has to find what fits into the model and your own research regime.

Dear Kola, it may be challenging to investigate a direct relationship between teachers' qualifications, teaching theory and students' academic performance. Other variables may also impact on students' performance, for instance, whether they attended lectures (in a face-to-face context), their cognitive ability, etc. I was wondering whether one should refine the relationship further, based on existing research. 

http://www.learningspy.co.uk/education/unit-education/

I think your starting point might be an understanding of what the goals of learning might be. It is easy for us to measure learners' achievements through certification and that is so easily transferable to our classification of teachers. Certifications, however, do not really measure the quality of teachers. In my sort if the world, assessment of teachers depend heavily on their practice assessment. If the same principle were transferred yo the classroom setting, the best framework for assessing the impact if teachers and their training on learning would be through the assessment if the achievement if learning outcomes by learners. This would bring into play the notion of assessment for, rather than just assessment if learning. By monitoring the progressive achievement of the learning outcomes by learners, we would be in a good position to assess the effectiveness of their teachers. So, the principles you perhaps need to be drawing on are, the principle of assessment for learning and the principle if discovery learning which leaves you a lot of room to assess the extent to which your learners are learning. Having said this, you can always do a superficial quantitative study which might look for correlation between teachers' qualifications and learners' success in exams.

Teachers' orientation and theoretical disposition may impact students learning. If you'll like to explore this as related to Physics students, you may want to consider theories such as constructivism, constructionism, apprenticeship, and so on. 

Dear ResearchGate Colleague

          Please see my publications page on how

to make a serious inquiry.

Respectfully, Dr. William N. Moore, DBA, MBA

Dear William all queries do not necessarily deal with with management problems, but may rather require theoretical clarification or clarifying which models are relevant with one's colleagues/research peers.  Maybe colleagues who need your assistance can follow your suggested template and contact you directly? Did I understand your post correctly?

One line of research is the work of Hattie and Marsh including several meta-studies and their overall conclusion of a zero-correlation between those tw variables.

Their work is described in this one:

• Hattie, J., & Marsh, W. H. (2004, March). One journey to unravel the relationship between research and teaching. Research and teaching – closing the divide?. In An International Colloquium, Maxwell Conference Centre, Colden Common Winchester, Hampshire.

And their most cited work, I believe, is this:

• Hattie, J., & Marsh, H. W. (1996). The relationship between research and teaching: A meta-analysis. Review of educational research, 66(4), 507-542.

Hi Kola,

I agree with Leona. It will be a difficult task for you to be able to eliminate all of the other factors which may affect student learning to justify any claim that qualifications alone are a contributory factor. It might pay to broaden the concept of qualification (which implies a piece of paper with a degree on it) to the concept of content knowledge and pedagogical content knowledge of teachers and how that affects student learning. There has been much written about this in Mathematics and some has started to be written in the sciences. Good luck with your research. Kevin.

Dear Kola,

I must agree Leona and Kevin that your research while noble is to broad from a quantitative science research standpoint. The same issues also present themselves from a qualitative standpoint as well. It appears to me there is also one underlying assumption you are making and is that better learning is correlated with higher credentials and that I would argue is problematic at best. Many issues could explain the difference in the teaching and learning of the students and teachers under study. Examples would be the style, likability, gender, and the issues given weight during a unit plan by different teachers have the same or different academic credentials. 

Remember Kola some of the smarts people have a very hard time articulating there knowledge to the "average person" let alone school age kids.

Douglas

Dear Kola,

To the best of my knowledge very few studies, if any, have found a relationsdhip between pupils' academic performance and teachers' formal qualifications. It's teachers' beliefs, perceptions, teaching style, instruction strategies  etc etc that impact pupils' achievements. You may want to read, as an example,  the following paper :

Linking Student Achievement Growth to Professional Development Participation and Changes in Instruction: A Longitudinal Study of Elementary Students and Teachers in Title I Schools.

by Laura Desimone, Thomas M. Smith & Kristie J.R. Phillips — 2013

Teachers College Record Volume 115 Number 5, 2013, p. 1-46

http://www.tcrecord.org ID Number: 16963, Date Accessed: 1/21/2015 1:49:10 AM

If you are interested in the relationship between Teachers'qualification is measured by formal education, certification/licensing, infield preparation,duration of preparation, years of experience  and other measured components of teachers' qualification, there are several articles you can consult.   One is a  Research Synthesis by the Center for Educator Compensation Reform that examines what the literature indicates about the relationship between student achievement and teachers’ educational attainment and experience.  This article reviews and cites several articles that you also may want to consult.  A second is a working paper by Eric A. Hanushek, John F. Kain, Steven G. Rivkin  National Bureau of Economic Research (NBER Working Paper No. 6691 August 1998).  Both of these articles along with many of the articles they cite are econometric analysis of teacher qualifications.  And although this is not an approach I necessarily agree with for examining teacher qualifications because it only considers qualifications that are quantifiable, the researchers find that these measures alone do not account for most of the variation in student achievement. 

these papers are not really specific but may be can help you:

Looking for meta-analysis research results.

Good Answer Leonard Goeirmanto

Clearly, there is a correlation between Instructor's academic credentials and student's performance, but it may be difficult to measure. The student significantly determines his/her performance since the registrar's office monitors grade point averages and if the professor flunks the student, the registrar's office

may drop the student from the official academic rolls of the university.

What I have seen in the American academic job market and the American non academic job market, for example is a (MBA) Master of Business Administration

Degree is devalued if not conferred by a Big Ten University. But a General Management (MBA) Degree has value regardless of the Accreditation of the university which confers the degree.

I think Constructivism Theory.

I added a cultural perspective, communication theory, the Malow of needs, thinking approach, intellectual development models, and a strategy of representations.

Nice Dr. Michele Foster.