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