Successful Schools and Factors Impacting Educational Processes: Case Study Based on PIRLS 2006 and TIMSS 2007 Data

To identify factors impacting educational processes positively, from among schools participating in PIRLS 2006 and TIMSS 2007 five schools were selected based on the mean scores obtained. Four schools were deemed successful while one was categorized as un-successful. Classroom and documentation observations, as well as interviews, revealed that in successful schools teachers help students to be actively engaged in the learning processes using discussion method of teaching and emphasizing questioning and answering, although questions were at low cognitive levels, and not challenging at times. The teacher role in successful schools was multidimensional and varied from that of a guide to those of an administrator or conveyor. In unsuccessful schools, on the other hand, teachers had only one role, and that was the role of a transferor while students were mostly inactive. Results indicate that teacher's attitude and expectations, as well as their academic and professional experiences, impact the quality of educational processes.