The influence of intergenerational gaps between teacher and student on student achievement: implications for the Second Career Teachers Initiative in Korea

Abstract

In recent discussions regarding concerns about the job creation policies for baby boomer retirees in Korea, government policy makers have proposed the implementation of online language teaching as part of the existing Second Career Teachers Initiative (abbreviated “SCTI”). To address the limited empirical research on the sustainability of such policies, this study used multivariate analysis to investigate the associations between teacher-student generational gaps and student achievement with a representative sample of teacher and student pairs (n = 693), from SAY Global Inc. This study examined whether associations between teacher-student age gap and student achievement exist and if so, how to explain such relationships.

Results of this study were threefold. First, teacher-student pairs with the highest and second-to highest age gap ranges were associated with lower scores and lower satisfaction ratings. Meanwhile, the 10-19 years and 30-39 years age gap ranges were associated with lower scores, but positive lesson ratings. Finally, the teachers whose age difference with their students was in the 20-29 years range produced highest student test scores and also received positive ratings from students. These findings are discussed in light of their policy implications.