Amira Elasra - The Department of Economics, Faculty of Social Sciences building, University of Warwick, England

Most of the existing literature have shown that the educational production function approachhardly accounts for the school organizational process variables. This paper examines theteacher and school organizational effectiveness impacts on English students’ both cognitiveand affective outcomes using the Context-Input-Process-Outcome model. Using theLongitudinal Study of Young People in England, the primary finding is that teachers matter.Teachers play a significant positive moderate role in improving students’ cognitive outcomeyet a much bigger role in improving their affective outcome. Although the paper proved thatschool organizational process inputs are important in explaining students’ outcomes, themoderate magnitude of some of these inputs on cognitive outcome reflected that studentrelated inputs such as academic self-schema and attitude towards continuing to highereducation could play a major role in explaining such outcome.

Educational Outcomes, School Organizational Process, Teacher Quality, School Quality