The paper investigates the potential of using international large-scale assessment studies for conducting follow-up studies testing models of educational effectiveness. The impact of teacher factors coming from the "dynamic model of educational effectiveness" and the "dialogic education theory" on student literacy achievement is examined. Modern Greek teachers from secondary schools that participated in PISA 2018 (Accessed on https://www.oecd.org/pisa/data/pisa2018technicalreport/) in Cyprus were recruited. Two Grade 11 classes per teacher were selected, giving 392 students in total. Observation data from Greek lessons and student literacy achievement data were collected. Two multilevel regression analyses were conducted: one with the whole student sample and one with only students from whom PISA prior achievement measure was identified. When prior achievement (i.e., PISA measure) was considered, additional and larger effects of factors on student final achievement were detected. Both analyses reveal that when factors from both frameworks were considered, larger variance in student achievement was explained.