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Al-Mahrooqi, Rahma, Christopher Denman, Jamila Al-Siyabi, and Faisal Al-Maamari. "Characteristics of a Good EFL Teacher." SAGE Open 5, no. 2 (June 4, 2015): 215824401558478. http://dx.doi.org/10.1177/2158244015584782.
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Sakkir, Geminastiti, Syarifuddin Dollah, and Jamaluddin Ahmad. "CHARACTERISTICS OF A GOOD EFL TEACHER: INDONESIAN EFL STUDENTS PERSPECTIVES." JURNAL NALAR PENDIDIKAN 9, no. 1 (June 30, 2021): 52. http://dx.doi.org/10.26858/jnp.v9i1.20323.
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This study aims to ascertain student perceptions of the characteristics of effective EFL teachers. This research is qualitative and quantitative. The subjects in this study were 24 students with 4 male and 20 female students of the fourth semester of English Education Department who were asked about their perceptions of the characteristics of a good EFL teacher. The data analysis technique uses the Miles and Huberman model with stages of data reduction, data visualization, to drawing conclusions/verification. The research instrument is divided into four sections that discuss personal, social, professional, and pedagogical competencies. The results showed that a good EFL teacher should be friendly, have accurate pronunciation, and have practical classroom management skills. In addition, the results of student research indicate that they expect EFL teachers to be enthusiastic about technological advances, while visual materials help them relax during lectures. Based on the results of the research above, it can be concluded that the overall results of the study indicate that student perceptions may differ when considering the characteristics of good EFL teachers in general. The critical nature of both pedagogical and personal characteristics and social competencies that contribute to being an effective and professional teacher, anyone who aspires to be an effective EFL teacher must be fully aware of the role of personality.
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Haig, Belinda, and Steven S. Sexton. "Primary students’ perceptions of good teachers." Set: Research Information for Teachers, no. 3 (November 1, 2014): 22–28. http://dx.doi.org/10.18296/set.0316.
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This article reports on a study of primary-aged students’ perceptions of what makes a good teacher for them. In 2012, as a result of a government directive, the three schools in this study merged into one but still operated across the three school sites. The focus of the study was on the students’ perceptions of their teachers, not the merger. Specifically, this study sought to include students’ self-reporting of how they saw good teachers and teaching. The results indicate that, for these students, the teacher–student relationship, two specific teacher attributes, and two sets of teaching ability characteristics were most important.
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Jin, Lixian, and Martin Cortazzi. "Reaching for the Gold Standard: Metaphors and Good University Teachers." Chinese Journal of Applied Linguistics 43, no. 2 (June 1, 2020): 131–49. http://dx.doi.org/10.1515/cjal-2020-0009.
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Abstract This article considers “good” teachers in the context of current developments in universities in China to reach a “gold standard” of considerably higher and more challenging levels of teaching and learning. We outline this context and consider concepts of good teachers in classical Chinese traditions and more recent Western thinking as a possible dialogue within and between cultures of learning. Using cognitive and cultural linguistic perspectives, we analyze metaphorical concepts of “gold” in “the gold standard” as related to teachers. We report our applied metaphor research which analyzes Chinese students’ expectations, values and beliefs about good university language teachers; this presents a rich picture beyond developing knowledge, skills and understanding to include strong social and moral characteristics. Other aspects which recognize the complexity of “good” teachers show a student appreciation of teachers’ tireless effort, devotion and selfless sacrifice: these aspects are absent in many discussions of good teachers. The participant-centered picture from elicited metaphor analysis is part of students’ “cultures of learning,” but this should be developed culturally for the gold standard through further teacher development and student engagement. In line with interaction in cultures of learning, we indicate some classroom ways to extend students’ thinking through scaffolding teacher-student interaction based on textbook activities.
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Bar Gosen, Noah. "Everybody wants ‘good teachers’ – but they are hard to define A common narrative of model educators: from fictional teachers through exceptional educators to current educators’ professional perceptions." Interdyscyplinarne Konteksty Pedagogiki Specjalnej, no. 18 (September 9, 2018): 181–97. http://dx.doi.org/10.14746/ikps.2017.18.11.
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Throughout the years. researchers searched for the definition of a good teacher. This article offers to learn from model educators, fictional and historical, how to define values, perception and practices which characterize good teachers. Four fictional teachers were chosen based on two characteristics: First, author’s descriptions that underline their good qualities as a person and as a teacher. Second, remarks from their students’ and/or students’ parents or guardians, stating their acknowledgment of the teachers’ special qualities. and their gratitude for the learning experience they shared. A qualitative narrative analysis of these teachers – ‘Jane Eyre’, ‘Ann of Green Gables’ and his sequel ‘Anne from Avonlea”, ‘Up the down Staircase’ and ‘Goodbye Mr. Chips’ – defined five major characteristics which represent the exceptional teacher: holistic perception of the student, identifying and addressing students’ unique needs, emphasis on student-teacher relationship, creative teaching, a sense of mission and an inspiring personality. Examining the work of exceptional educators such as Ann Sullivan (Helen Keler’s tutor). Janusz Korczak, and Haime Escelante, reveals common themes which corresponds with fictional model teachers characteristics. Qualitative interviews with 14 Israeli rural high school teachers (7 homeroom educators and 7 subject teachers) emphasized similar characteristics of their role perceptions and practices. The key to higher achievements, educational and academic alike, lies in the hands of the teachers. If these traits characterize the ‘good teacher’ we should consider merging then into teachers’ preparatory and in-work professional training, as well as teachers’ evaluation processes. Let us learn from good examples how to become ‘good teachers’.
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Wirantaka, Andi, and Putri Anggia Wahyudianawati. "Characteristics of Effective English Teacher for Millenials." Journal of Foreign Language Teaching and Learning 6, no. 2 (August 5, 2021): PRESS. http://dx.doi.org/10.18196/ftl.v6i2.11549.
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The millennial era is an era of digital technology in which people are close to technology and have instant access to information. This study investigated students' perception of the characteristics of an effective English language teacher in the millennial era. This study used a qualitative approach and used a descriptive qualitative design and took place at a private university in Yogyakarta. The participants were four students of the English Language Education Department (ELED) batch 2016. In collecting the data, the researcher interviewed the participant. The findings showed that in socio-affective skills, an effective English language teacher in the millennial era should enhance students' motivation to learn, create a good classroom atmosphere, have good relationships with the students and other teachers, and understand students' character. In pedagogical knowledge, an effective English language teacher should give feedback, have a valuable ability to explain the lesson, ensure students' understanding of the lesson. They also should have a lesson plan, utilize and apply technology, allow students to write a reflection, and control class activities. In knowledge subject matter, an effective English language teacher should be knowledgeable and master English well. Lastly, an effective English language teacher should have personality traits such as intelligent, caring, friendly, disciplined, creative, kind, patient, humorous, responsible, open-minded, and professional. The findings implied that to teach students in the millennial era effectively, teachers should possess and maintain the characteristics of an effective English language teacher.
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Weda, Sukardi. "Students’ Voice Toward Good English Teachers' Characteristics at Secondary Schools in Indonesia." ELT Worldwide: Journal of English Language Teaching 3, no. 1 (May 12, 2016): 78. http://dx.doi.org/10.26858/eltww.v3i1.1882.
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This research aims at finding out the secondary school students’ voices towards good English teachers’ characteristics and the most dominant good teachers’ characteristics preferred by the students. This research employed descriptive method supported by descriptive statistics. There were thirty-two students participated in this research who were in the second year in 2012. The instrument used in this research was the checklist in which the students were asked to choose the descriptions which consisted of three choices; disagree, agree, and disagree. The research reports illustrate that students' voices toward good English teachers' characteristics in English as a Foreign Language (EFL) at a secondary school in Indonesia are ranging from explaining lesson objective clearly to provide jokes while teaching. The most dominant good teachers' characteristics preferred by the secondary school students were "gives clear explanation" in which there were 56.25% students gave "strongly agree" answer. There were also "56.25% students gave "strongly agree" answer to "the teacher should provide jokes or funny stories in the classroom setting." There were 65.62% students gave "agree" answer to "the teacher should use a variety of materials." There were 65.62% students gave "agree" answer to "the teacher should be relaxed and he should create a pleasant atmosphere." Well prepared is also important in the classroom, where there were 62.5% students gave "agree" answer to this statement. There were 43.75% students gave "disagree" answer to “gives follow up/feedback.” Even though, the “disagree” choice to this statement is highest than other choices in the “disagree” choice but the “agree” and “strongly agree” choice have higher score, because the accumulation of the total score is 56.25%. This means that the teachers need to give feedback to students’ works in the classroom. Keywords: students’ voice, teachers’ good characteristics, EFL, secondary school
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Hamidah, Laila, Sawaluddin Siregar, and Nuraini Nuraini. "Kepribadian Guru Pendidikan Agama Islam Menurut Buya Hamka." Tarbiyah : Jurnal Ilmiah Kependidikan 8, no. 2 (December 26, 2019): 135. http://dx.doi.org/10.18592/tarbiyah.v8i2.2668.
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The teacher is a position or profession that requires special skills as a teacher. This work cannot be done by people who do not have the expertise to carry out activities or work as a teacher. Every teacher has a different personality and background and teaching experience. Every teacher has a personality according to the characteristics they have. Personality is actually an abstract, can only be seen through appearance, action, speech, how to dress, and how to deal with every problem. The teacher's personality is the main capital in carrying out the role and duty as an educator. Personality, character is a crown for a human, because that is what distinguishes humans from animals. Good character does not just appear, it is a lifelong learning process. To grow good character, a teacher can learn about the lives of characters who are considered to have good character or personality. Buya Hamka is a National figure who can be a role model in learning to have a great character and personality. The research conducted was included in the type of qualitative descriptive research with library research. The method used is critical analytical descriptive, the primary data source is the works of Buya Hamka who deal with professional teachers and the secondary data are similar works that have the same theme. The analysis in this study uses the method of content analysis. The results of the study are that the teacher according to Hamka functions as an institution that seeks to develop all the potential that exists in students to the fullest, in accordance with the rhythms of their development, both physicaly and mental spiritual have a good personality because students will imitate the behavior of his teacher. Teacher's Personality in Islamic Education According to Buya Hamka's Thought, the teacher must understand the concept of the educator as an exemplary subject, the tasks of the educator, and have character (traits), as befits an educator. Hamka expressed his opinion about how should the characteristics of Islamic religious education teachers, namely: 1) Having extensive knowledge, 2) Good communication, 3) Good example for students and those around them, 4) Ikhlash, 5) Having good methods for teaching, 6) Humility, 7) Responsibility, 8) Confidence, 9) Gentleness, 10) Patience, 11) Passion, 12) Apply and say honestly. Relevance of Hamka's Thought about the Teacher's Personality of Islamic Education with Education Today Teachers should help shape the character, mind, character, and personality of students, so that he knows which is good and what is bad. While Islamic teaching is an attempt to fill the intellectuals of students with a number of knowledge. Keyword: Teacher Personality, Buya Hamka
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Sriyuliyana, Fausiah. "CHARACTERISTICS OF GOOD ENGLISH TEACHERS BASED ON THE PERCEPTION OF THE STUDENTS FROM DIFFERENT LEARNING STYLES AND PERSONALITIES." Qalam : Jurnal Ilmu Kependidikan 5, no. 1 (December 15, 2018): 23. http://dx.doi.org/10.33506/jq.v5i1.245.
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The research aims are (i) Identifying the characteristics of good English teachers in SMAN 3 Sinjai Selatan. (ii) Knowing the characteristics of good English teacher based on the students’ learning style. (iii) Knowing the characteristics of good English teacher based on the students’ personality. This research was done by using a qualitative approach. The data were collected by using two instruments i.e. questionnaires and in depth interview. The results of this study reveal that (i) The characteristics of good English teacher based on the students’ perception in SMAN 3 Sinjai Selatan are categorized into four different categories, namely proficiency, pedagogical (both conceptual and practical), socio-affective and psychological aspect. The last category was the additional category in which age included in and differently from the work of Gi and Hyo (2006) that only specified three categories, namely proficiency, pedagogical and socio-affective skills. (ii) In general, the characteristics of good English teacher based on the students’ learning style are dominantly in pedagogical aspect. Visual learners want English teacher who can keep the students’ focus and concentration in their learning; auditory learners expect English teacher who can engage the students’ motivation and interest toward learning English; and haptic learners propose the English teacher who concerns on the process rather than the achievement of the students in learning. (iii) The characteristics of good English teacher proposed by high school students based on their personality are dominantly on the teacher’s pedagogical and socio-affective aspects. Only a few ideas of the students that concern on the teacher’s proficiency and psychological aspect.
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Liando, Nihta V. F. "STUDENTS’ VS. TEACHERS’ PERSPECTIVES ON BEST TEACHER CHARACTERISTICS IN EFL CLASSROOMS." TEFLIN Journal - A publication on the teaching and learning of English 21, no. 2 (August 29, 2015): 118. http://dx.doi.org/10.15639/teflinjournal.v21i2/118-136.
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This paper discusses the perspectives of students and teachers in a university setting about best teacher characteristics. This is viewed through the perspectives of students and teachers regarding their perceptions of qualities of English teachers, and teachers’ immediacy behavior – verbal or non-verbal - as predictors of student academic motivation. In this study, 126 students and 28 teachers in the English department atState University of Manado, Indonesia were involved. From the questionnaire, this study proved that a teacher was an important personnel in EFL teaching. Both teacher and students believed that a good teacher should display personal and academic attitudes. Both parties also considered that there were certain verbal and nonverbal immediacy behaviors teachers performed which could be the source of motivating as well as demotivating the students. This study is expected to give understanding of how teaching English in a foreign language context can be better.
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Teneva, M. "DYNAMICS IN DIAGNOSING THE QUALITY OF THE GOOD TEACHER." Trakia Journal of Sciences 17, no. 2 (2019): 101–6. http://dx.doi.org/10.15547/tjs.2019.02.002.
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Education is a supreme human value that builds on the prosperity of society and the development of world progress. The personality of the teacher has a significant influence on the results of the educational process. The genesis of the teaching profession is rooted in ancient times. Over the centuries it has marked its development and affirmed its socially meaningful nature. Practising the profession of "teacher" is based on a person-to-person interaction. It is seen as a well-structured system with clearly differentiated and hierarchical levels of interaction. In his or her professional activity, the teacher enters into different interactions and realizes a complex of functions and professional roles, on the basis of which different types of teachers can be differentiated. One type of teacher is flexible, adaptable, open-minded, conscientious, creative, active, patient, committed to the profession, spiritualized, supporting the child’s development, ready to accept challenges. The other type is the conservative teacher, biased, irresponsible, reproductive, unbalanced, selfish, unconcerned for the prosperity of the students, boring, applying templates in their work. The first mentioned type of teachers receive a high public score for their professional work. They are categorized by users of educational services as good teachers. The second type of the so indicated teacher has a low public score for their work. They are categorized by users of educational services as bad, unloved teachers. What qualities are needed to be a good teacher? Which personal and professional qualities are highly valued for practising the teaching profession? These questions provoked our research attention to diagnosing the qualities of a good teacher. The subject of the study is the qualities of the good teacher. The aim of the study is to differentiate such personal and professional qualities that are characteristic of good teachers. Methods of research: pedagogical study, test, content analysis, correlation analysis, range scaling. Contingent of the study: The survey was conducted in 2017. It includes 128 respondents. 64 students from pedagogical specialties and 64 practicing teachers were included in the study. Results: The results indicate that there is a correlational dependence between three, from the differentiated to be in the first five positions, qualities of the good teacher. Students from the pedagogical majors and practitioners are solidarized around the belief that love for children, love for the profession and patience are the qualities that are most often met in the good teachers. It is these qualities that occupy a leading position in the rank scale of the teacher's prominent qualities, composed by the two target groups of respondents
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Orellana-Fernández, Rosa, Eugenio Merellano-Navarro, and Alejandro Almonacid-Fierro. "Buen o buena docente de universidad: Perspectiva del personal directivo de carrera y de los mismos grupos docentes." Revista Electrónica Educare 22, no. 2 (February 23, 2018): 1. http://dx.doi.org/10.15359/ree.22-2.6.
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This research article represents a prolongation of the case study on the perception of a good university teacher from the perspective of the Education Faculty students at Universidad Autónoma de Chile (Autonomous University of Chile), Talca. It intends to contribute with a different understanding of the phenomenon from the perspective of the actors involved. This second part of the research aims to disclose the characteristics of a good University Teacher according to the opinion of the teachers themselves and administrators belonging to that Faculty. The methodology in approach adopted consisted of a qualitative one as well as of a case study. Through a process of categorization and codification, four characteristic dimensions of analysis were obtained: human, ideological, technical-pedagogical and professional-institutional. It is concluded that a good University Teacher has mainly ethical, moral and affective features that structure the interactions with the students’ community. Concerning the main attributes of quality teaching, the permanent curiosity, search for knowledge, and dialogue between the different forms of it are recognized. Technical-pedagogical characteristics that appear in this research as the methodological adaptation of teaching and evaluation emerge as secondary aspects when it comes to qualifying a good University Teacher.
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Ayvaz-Tuncel, Zeynep, and İbrahim Tuncel. "Good teacher perceptions of students attending the pedagogical formation certificate program." International Journal of Evaluation and Research in Education (IJERE) 8, no. 1 (March 1, 2019): 165. http://dx.doi.org/10.11591/ijere.v8i1.17093.
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<span>A pedagogical formation certificate is required to become a teacher in secondary schools in Turkey. This certificate program, which is required to obtain in addition to a bachelor’s degree from any faculty other than the education faculties, aims at providing the knowledge, capabilities and attitudes required by the profession of teaching. This study aims at determining the perceptions of prospective teachers attending the pedagogical formation program about the properties of a good teacher. Data were collected using a survey comprising an open-ended question and content analysis was conducted to obtain the themes in this study, which adopted a descriptive method. Based on the properties of a good teacher, expressed by the prospective teachers, the themes “personal characteristics”, “enforcement of teaching process”, “establishing a democratic classroom environment” and “assessment and evaluation” are obtained.</span>
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Opdenakker, Marie-Christine, and Alexander Minnaert. "Relationship between Learning Environment Characteristics and Academic Engagement." Psychological Reports 109, no. 1 (August 2011): 259–84. http://dx.doi.org/10.2466/09.10.11.pr0.109.4.259-284.
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The relationship between learning environment characteristics and academic engagement of 777 Grade 6 children located in 41 learning environments was explored. Questionnaires were used to tap learning environment perceptions of children, their academic engagement, and their ethnic-cultural background. The basis of the learning environment questionnaire was the International System for Teacher Observation and Feedback (ISTOF). Factor analysis indicated three factors: the teacher as a helpful and good instructor (having good instructional skills, clear instruction), the teacher as promoter of active learning and differentiation, and the teacher as manager and organizer of classroom activities. Multilevel analysis indicated that about 12% of the differences in engagement between children was related to the learning environment. All the mentioned learning environment characteristics mattered, but the teacher as a helpful, good instructor was most important followed by the teacher as promoter of active learning and differentiation.
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Sudiarditha, I. Ketut R. "PENGARUH KARAKTERISTIK KERJA, KOMPENSASI, DAN KEPUASAN KERJA TERHADAP KOMITMEN GURU EKONOMI PADA SEKOLAH MENENGAH ATAS (SMA) NEGERI PROVINSI BALI." PARAMETER: Jurnal Pendidikan Universitas Negeri Jakarta 29, no. 1 (May 1, 2017): 1–8. http://dx.doi.org/10.21009/parameter.291.01.
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In particular the aims of this research are: (1) to knew the direct effect of job characteristics toward job satisfaction of teachers. (2) to knew the direct effect on job satisfaction of teachers' compensation. (3) to knew the direct effect of job characteristics on teacher commitment. (4) to knew the direct effect of the components of teacher compensation. (5) to knew the direct effect of job satisfaction on the teachers commitment.The research was conducted at the High School (SMA) State of Bali Province which spread across nine counties and cities. The method used was survey method with causal techniques. The population in this study were all teachers who have passed the certification economics profession at High School (SMA) State of Bali province. The number of samples in the analysis suggested by Solimun Structural Equation Modeling (SEM) of 400. The findings of this study indicate that: (1) there was a direct effect of the positive characteristics of the work on job satisfaction of teachers; means that the characteristics of the corresponding work will increase the job satisfaction of a good teacher. (2) there was a direct influence on job satisfaction of teachers' compensation; synonymous with high compensation will increase the job satisfaction of good teachers. (3) there was a direct positive effect on the commitment of teachers' job characteristics; means that the characteristics of the corresponding work will increase the commitment of a good teacher. (4) there was a direct positive effect on the commitment of teachers' compensation; synonymous with high compensation will increase the commitment of a good teacher. (5) there was a direct positive effect on the commitment of teachers' job satisfaction; synonymous with high job satisfaction will increase the commitment of a good teacher.
Abstrak
Secara khusus tujuan yang ingin dicapai dalam penelitian ini adalah untuk mengetahui pengaruh langsung karakteristik kerja terhadap kepuasan kerja guru; kompensasi terhadap kepuasan kerja guru; karakteristik kerja terhadap komitmen guru; kompensasi terhadap komponen guru; dan kepuasan kerja terhadap komitmen guru. Penelitian dilakukan di Sekolah Menengah Atas (SMA) Negeri Provinsi Bali yang tersebar di sembilan kabupaten dan kota. Metode yang digunakan adalah metode survei dengan teknik kausal. Populasi dalam penelitian ini adalah seluruh guru ekonomi yang telah lulus sertifikasi profesi pada Sekolah Menengah Atas (SMA) Negeri Provinsi Bali. Temuan hasil penelitian ini menunjukkan bahwa terdapat pengaruh langsung positif karakteristik kerja terhadap kepuasan kerja guru; kompensasi terhadap kepuasan kerja guru; karakteristik kerja terhadap komitmen guru; kompensasi terhadap komitmen guru; dan kepuasan kerja terhadap komitmen guru; artinya dengan kepuasan kerja yang tinggi akan meningkatkan komitmen guru yang baik.
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Gómez-Arizaga, Maria P., María Leonor Conejeros-Solar, and Annjeanette Martin. "How Good Is Good Enough? A Community-Based Assessment of Teacher Competencies for Gifted Students." SAGE Open 6, no. 4 (October 2016): 215824401668068. http://dx.doi.org/10.1177/2158244016680687.
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One of the major challenges of addressing diversity in the classroom is to meet the needs of gifted students, which are often invisible in countries such as Chile, in which providing services for highly able students is still considered elitist. The purpose of this study was to analyze the perceptions of community members about the critical competencies of instructors who work with gifted students. Six focus groups were conducted with students, instructors, and staff members of an enrichment program for the gifted. Qualitative analyses were conducted throughout open, axial, and selective coding. Traits and competencies were grouped into three themes: knowledge, teaching, and socio-emotional characteristics. Differences were found between the perceptions of students and staff members: Whereas students’ emphasis was on socio-affective characteristics, the staff highlighted the importance of content and pedagogical knowledge. The novelty and contribution of the study are related on how to recognize and acknowledge the voices of active members of a community for educational improvement. These community perceptions contributed to depict a profile of an effective teacher for gifted students, and were used to improve instructors’ current performance and to design a more rigorous selection process for future teachers. The implications of the study also shed light about how to improve teacher preparation programs to meet the needs of this group of students.
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Caballero-Montañez, Robert, and Luis Sime-Poma. "“Buen o buena docente” desde la perspectiva de estudiantes que han egresado de educación secundaria." Revista Electrónica Educare 20, no. 3 (September 1, 2006): 1. http://dx.doi.org/10.15359/ree.20-3.4.
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The “good teacher” is a person who has transcendentally marked and influenced the personal and academic students’ life, and his/her image remains in the students’ school memory as a prolonged and highly positive souvenir. Therefore, to know what are their main traits and why they had an impact in such a way on their students is worth to be analyzed in order to be a contribution to the study of teaching in basic education. In this perspective, the main objective of this empirical research is to analyze the characteristics of the “good teacher” from the perception of students graduated from public and private secondary schools in Lima, Peru. The results of this qualitative research, based on semi-structured interviews to eight graduated students, showed some characteristics of the relationship between the “good teacher” and the students: high engagement with the students, positive perception and motivation to them, and affective quality of the teacher-student interaction. In addition, the data revealed other characteristics of the “good teacher” and his/her profession such as passion for teaching, command of knowledge, and organization of the class. The study concludes that the recognition of at least one good teacher by graduated students reveals the heterogeneity in kinds of teachers; this heterogeneity demands to overcome negative generalizations and that the teacher’s image is a collective construction in several graduation years. One implication of this study to the educational policy and research areas is to pay more attention to former students and this in order to improve our understanding on the schooling experience and the relationship between teachers and students.
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강승혜. "The characteristics of a 'good' Korean teacher perceived by Korean learners." Journal of Korean Language Education 21, no. 1 (March 2010): 1–27. http://dx.doi.org/10.18209/iakle.2010.21.1.1.
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Inan, Banu. "A Cross-cultural Understanding of the Characteristics of a Good Teacher." Anthropologist 18, no. 2 (September 2014): 427–32. http://dx.doi.org/10.1080/09720073.2014.11891561.
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Syafryadin, Syafryadin. "Effective English Teaching for Young Learners Classrooms." Yavana Bhasha : Journal of English Language Education 3, no. 2 (August 1, 2020): 79. http://dx.doi.org/10.25078/yb.v3i2.1714.
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Being a good teacher is a challenging thing. There are a lot of responsibilities that should be taken into account. The professional teacher requires continuous development; therefore, how to teach effectively so that the students can reach maximum learning achievement should be put as the highest priority for the teachers. However, it is assumed that it is not all teachers hold the principle. Some teachers just do the teaching as their routine or their job without any effort for developing their professionalism. It was discovered that most of English language teachers in Asia use grammatical-translation method as his or her teaching method (Paul, 2003). The teachers seemingly do not care much about the purpose of language learning itself and there is no real interaction in the classroom. It is assumed that the definition of a good teacher itself is still not clear and internalized well enough by the teacher since it seems every teacher has his or her own believes and perspectives to define what they are all about. There are many terms that tell what a good teacher is e.g. ‘the successful teacher’, the teacher I like best’, ‘the teacher I learn most from’, and the like. Each of the terms delivers different meanings and tastes. In a more formal setting, simply, it can be argued that be a good teacher means be a good facilitator in the classroom, who plans, organizes, manages the instruction that is based on students’ needs and characteristics so that the students can reach maximum learning achievement. In brief, this conceptual paper intended to identify effective teaching is weighed in the English classroom for young learners.
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Cleave-Hogg, Doreen, and Christina Benedict. "Characteristics of good anaesthesia teachers." Canadian Journal of Anaesthesia 44, no. 6 (June 1997): 587–91. http://dx.doi.org/10.1007/bf03015440.
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SIBEL YESILDERE, IMRE. "The Characteristics of a Good Mathematics Teacher in Terms of Students, Mathematics Teachers, and School Administrators." i-manager's Journal on School Educational Technology 12, no. 3 (2017): 34. http://dx.doi.org/10.26634/jsch.12.3.10387.
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Bachtiar, Bachtiar. "The Characteristics of Effective Professional Development That Affect Teacher’s Self-Efficacy and Teaching Practice." EDUVELOP 3, no. 2 (March 21, 2020): 131–44. http://dx.doi.org/10.31605/eduvelop.v3i2.624.
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Many research suggests that effective professional development (PD) can help teachers increase their knowledge, skills and understanding about teaching. Research evidence also indicates that good quality PD enhances teacher sense of efficacy. This study aims to investigate the characteristics of good quality PD that affect teachers’ self-efficacy from the perspective of junior secondary English Language teachers in Indonesia. Data derived from the initial and follow-up questionnaires, TSG observations, and semi-structured interviews. The findings found that English language teachers perceived good quality PD are those activities that increase teachers’ knowledge and teaching skills, encourages collaboration, and is based on teachers’ classroom practical needs. The study suggests the need to involve teachers in the process of planning, designing, and implementing PD in order to maximize its benefits.
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Castillo, Mirsha Alicia Sotelo, Javier José Vales García, Ramona Imelda García López, and Laura Fernanda Barrera Hernández. "Características Del Buen Profesor De Modalidad Presencial Y Virtual Desde La Perspectiva De Los Estudiantes." European Scientific Journal, ESJ 13, no. 13 (May 31, 2017): 78. http://dx.doi.org/10.19044/esj.2017.v13n13p78.
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The purpose of the study was to identify the characteristics associated to the good teacher who teaches presential and virtual mode. A total of 713 students participated, distributed in two groups (493 and 220), from different academic programs of a Mexican institution of higher education participated. For data collection, the technique of semantic networks was used, they were presented as stimulus phrase "good presential teacher" and "good virtual teacher". Two semantic networks were obtained, one for presential teacher, generating 269 definers and a network core of 39. The other semantic network was for the virtual teacher, where 118 words and a network nucleus of 37 were generated. The three words that resulted in greater semantic weight were: responsible, respectful and comprehensive for the presential, accessible and available for the virtual. This study concludes that the definition the students do of the good teacher, regardless of the modality, is determined by personal values.
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Roud, Atallah A., and Mohammad Qomoul. "Degree of Availability of Good Teacher Characteristics among the English Language (EL) Teachers of Basic Stage Schools from Their Principals’ Views in Tafila Governorate." World Journal of Education 7, no. 2 (April 18, 2017): 65. http://dx.doi.org/10.5430/wje.v7n2p65.
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The study aimed to investigate the Degree of Availability of Good Teacher Characteristics Among English Language(EL) Teachers of Basic Stage Schools from Their Principals’ views in Tafila Governorate. This could be achievedthrough answering the following questions:1-What is the degree of availability of good teacher characteristics among English Language (EL) teachers of basicstage schools from their principals’ views in Tafila Governorate?2-Are there statistically significant differences attributed to the variables of teacher’s gender, and experience?.The sample consisted of (89) male and female teachers which forms about 55% chosen randomly from thepopulation of the study.The results showed that there is a significant difference attributed to gender and no significant difference attributed toexperience or to the interaction of experience and gender. The study found some recommendations.
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Metruk, Rastislav. "Qualities of a Good and Effective Teacher: Slovak EFL Pre-Service and In-Service Teachers’ Perspectives." Journal of Language and Education 6, no. 3 (September 30, 2020): 80–93. http://dx.doi.org/10.17323/jle.2020.10593.
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A plethora of researchers have attempted to examine the characteristics of a good and effective teacher in order to enhance the process of teaching foreign languages. In line with those explorations, this study aims at performing a comparison between Slovak pre-service EFL (English as a foreign language) teachers’ and Slovak in-service EFL teachers’ perceptions of a good and effective language teacher. To achieve this objective, a convenient sample of Slovak university EFL students who were pre-service teachers (n = 74) and Slovak lower-secondary and upper-secondary school teachers (n = 63) were employed in the study. Using a 57-item Likert-type questionnaire, independent-samples t-tests were conducted to investigate the potential differences between the perceptions of the pre-service teachers and in-service teachers. Moreover, the 10 highest-mean and 10 lowest-mean items of both groups were analyzed. The research results revealed that statistically significant differences (p ≤ 0.05) were detected in only 12 of the 57 items. Furthermore, a closer examination of the differences and the items with the highest and lowest means indicated that the pre-service teacher participants favored traditional teaching more than their in-service teacher counterparts, who preferred CLT (Communicative Language Teaching) to a greater extent. The potential implications of these findings indicate that the fundamental principles of CLT such as employing plenty of pair-work and group-work activities, facilitating learners’ autonomy and responsibility for their own learning, or varying classroom interaction strategies deserve more careful attention during pre-service teacher training.
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Adegoke, Adesina Benson, and Titilayo Adeoye Ajadi. "Structural Modeling of Teacher Characteristics, Skills in Teaching, and Students’ Achievement in Secondary School Physics." Journal of Studies in Education 6, no. 2 (April 26, 2016): 81. http://dx.doi.org/10.5296/jse.v6i2.8932.
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<p>In this paper, the author examined the relationships between teacher characteristics and teacher teaching skills and the concomitant effects of the relationships on senior secondary school students’ achievement in Physics. It was hypothesized that teachers who were well qualified (that is read physics/mathematics and education in universities) and has considerable years of teaching experience would demonstrate appropriate teaching skills as measured by good lesson preparation, lesson presentation and evaluation of the objectives of the lesson. It was further hypothesized that demonstration of such appropriate teaching skills would encourage students to learn better and do well in Physics. To test these hypotheses, twenty senior secondary school Physics teachers and 863 senior secondary school Physics students were randomly selected from twenty-four senior secondary Schools (SSS) in Ogun and Oyo States, Nigeria. The study lasted for four weeks. Each teacher was observed for 10 lessons and rated using Teacher-students Interaction Observation Schedule. At the end of the fourth week Physics Achievement Test was administered to the students. Results showed that there was a significant and positive relationship between teacher characteristics and teachers’ skill in lesson preparation, presentation and evaluation. Experienced and qualified teachers demonstrated appropriate teaching skills. It was found out that experience and qualified teachers had adequate skills to prepare for physics teaching in schools. It was found that teacher characteristics had influence on students’ achievement in Physics. However, the mediating effect of teacher teaching skills had non-significant effect on students’ achievement in Physics. The results suggest that only qualified people should be employed to teach Physics in senior secondary schools. </p>
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KRIAUČIŪNIENĖ, Roma, and VILIJA TARGAMADZĖ. "MAPPING THE CONCEPT OF A GOOD SCHOOL WITH TEACHERS’ CHARACTERISTICS IN THE CONTEXT OF A GOOD SCHOOL CONCEPT." Journal of Education Culture and Society 10, no. 2 (September 2, 2019): 32–42. http://dx.doi.org/10.15503/jecs20192.32.42.
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Aim. The concept of Good School was formed in 2015, however, the implementation of it has been rather slow. Therefore, the research aim of this article is to identify the educational experts’ viewpoints on the concept. The following questions have been raised to specify the aim: if the concept of the school of general education, presented as Good School, is adequately understood, what features should a teacher have in order to implement the concept of Good School?
Methods. To answer the research questions a qualitative research by using structured interviews was carried out, i.e. experts’ written surveys were analyzed. The study revealed three positions that are discussed in this article: the concept of Good School, the mission and teachers’ features, which are interpreted in the context of the concept of Good School, albeit in a particular way. Results. The analysis of the empirical research data revealed that insufficient emphasis is placed on the value aspect, modelling of community-based school activities and their reflection. The research findings also showed that there has been a considerable lack of attention paid to some of the teacher's competences – there has been a lack of experts’ focus on the personalization of the educational content, its construction in the interaction with the elements of the pedagogical system, the reflection of pedagogical activities, and others.
Conclusions. The concept of Good School is understood by the experts as a map, a conceptual idea, a guideline unfolding the schools’ specificity. The implementation of the concept of Good School should be based on the ideas of constructionism that open the pathways of common development, realization, and improvement of Good School.
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Cintulová, Lucia Ludvigh, and Libuša Radková. "The personality and competences of primary-school teachers: a research study." Humanities and Cultural Studies 3/2021, no. 2 (June 29, 2021): 41–50. http://dx.doi.org/10.5604/01.3001.0014.8900.
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This article presents an investigation into how primary-school pupils imagine a good teacher and what characteristics of teachers they appreciate. The teacher’s personality is a quality of central importance to the teaching process. Teachers find themselves in many diverse situations and they cannot always remain the same. Each situation requires different qualities, attitudes and knowledge. In different situations, the teacher can achieve the same educational outcome in various ways, by using a range of methods. No teacher can be expected to have the ideal personality and cannot possibly have all the desired qualities, so some qualities compensate for the lack of others. However, the crucial aspects of a good teacher’s personality is authenticity, naturalness and positive relationship with pupils.
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Lovett, Trevor. "Gendered Teaching Identities and Chinese Undergraduate Students’ Perceptions of Teacher Efficacy in the English Language Classroom." Asian Journal of University Education 16, no. 2 (August 6, 2020): 196. http://dx.doi.org/10.24191/ajue.v16i2.7854.
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This qualitative narrative study asked Chinese undergraduate students to identify characteristics of teacher effectiveness and whether or not gender affected an individual’s teaching performance. The investigation raises questions about ways in which teachers’ contemporary classroom practices are evaluated. The research findings not only challenge current market-oriented teacher competency models but also contradict previous studies concerning the effects of gender on teaching efficacy. The study revealed the teacher character traits that this particular cohort of students considered the most influential on their learning.
Keywords: competency, good teachers, narrative, neoliberalism, Chinese students
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McCullick, Bryan A. "Practitioners’ Perspectives on Values, Knowledge, and Skills Needed by PETE Participants." Journal of Teaching in Physical Education 21, no. 1 (October 2001): 35–56. http://dx.doi.org/10.1123/jtpe.21.1.35.
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This study examined practicing teachers’ perspectives on the requisite characteristics needed for participants in PETE. Eighteen physical educators were interviewed. The interviews were audiotaped and transcribed, and the data were analyzed using analytic induction, which allowed the researcher to draw themes and commonalities from participant answers. Interpretivism and teacher socialization theories were used to analyze and understand the data. Dominant themes emerging from this study were that undergraduates should have a love for physical activity, should like children and people, be physically fit, and be flexible. The teachers also believed that a teacher educator’s effectiveness in preparing future physical educators depended on being credible, displaying a love for physical activity, and having concern for undergraduates and their development as teachers. Finally, themes emerging specific to characteristics of cooperating teachers included commitment to the profession, displaying effectiveness as teachers, and embodying personal characteristics such as honesty and adaptability. This study is significant in that it provides evidence of a shared technical culture in physical education, gives teacher educators valuable input as to the type of student who would likely be a good physical education teacher, and gives voice to those who teach physical education in an area in which they should be intimately familiar—the preparation of a teacher for public school.
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Genc, Lajos, Jasmina Pekic, and Ana Genc. "The structure of personality of a good teacher from students perspective according to the Big-Five model." Psihologija 47, no. 1 (2014): 49–63. http://dx.doi.org/10.2298/psi1401049g.
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This paper deals with the identification of desirable personality characteristics of teachers from students perspective in the Big-Five Model of personality from a phenomenological approach. The description of personality of a good teacher was obtained from students of the University of Novi Sad (n=443). The Big Five Inventory (BFI) was applied with the instruction to respond to claims as a good teacher would answer. The students? estimates indicate that a good teacher is expected to have lower emotional instability, but more pronounced extroversion, openness to experience, cooperativeness (pleasantness) and consciousness with regard to referent values in general population. For the domain of neuroticism, the difference is either small or medium in size, for cooperativeness of a medium size, and for extroversion, consciousness and openness to experience the difference is large. The gender of students does not influence their expectations. Methodological dilemmas in this area of research and implications of the results for the selection and professional development of teachers are discussed.
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Suyanto, Suyanto, Abd Rahman, and Vivi Yumarni. "MADRASAH MANAGEMENT IN IMPROVING TEACHER PROFESSIONALITY (SURVEY AT MIN JAMBI CITY)." Dinasti International Journal of Digital Business Management 2, no. 1 (December 10, 2020): 155–66. http://dx.doi.org/10.31933/dijdbm.v2i1.643.
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Madrasah management is an activity to empower and coordinate all resources through the planning process, organize, move or implement and supervise to achieve predetermined goals in an effective and efficient manner, including managing teacher professionalism, which can be carried out through education at a higher level according to academic qualifications, Teacher Certification program, Education and Training and training for teachers, Reading Teacher Movement (G2M), KKG organization (Teacher Working Group) and always productive in producing works in the field of education. Characteristics of professional teachers include obeying regulations, maintaining and improving professional organizations, maintaining relationships with peers, guiding students, creating a good atmosphere in the workplace, obeying leaders and love of work.
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Sivaci, Sadik Yuksel. "Structural Model Development: Branches, Attitudes and Self-Effıcacy of Pedagogical Formation Program Pre-Service Teachers." Journal of Education and Learning 6, no. 2 (January 5, 2017): 111. http://dx.doi.org/10.5539/jel.v6n2p111.
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In this study, the relationship between attitudes of pedagogical formation program pre-service teachers towards teaching profession and their self-efficacies has been examined. In this case, the effect of graduation branches of the pre-service teachers on teacher self-efficacies and the effect of teacher self-efficacies on attitudes towards teaching profession have been investigated. From this aspect, this research has the characteristics of causal-comparative research. Being suitable for the purpose of this research, it has been carried out with 300 pre-service teachers registered to pedagogical formation training certificate program at a state university in Turkey. Being conducted on pre-service teachers and established scaling models incidental to “Attitude Scale towards Teaching Profession” and “Teacher Self-Efficacy Scale” has been confirmed and the conformity index values obtained from the scaling model have shown good conformity. It is also seen that the structural equation model which is established in order to test the effect of branches on teacher self-efficacies and the effect of teacher self-efficacies on attitudes towards teaching profession has been confirmed and conformity index values have shown good conformity.
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Wang, Bo, Bonita Stanton, Sonja Lunn, Pooja Patel, Veronica Koci, and Lynette Deveaux. "Development of a Brief Pre-Implementation Screening Tool to Identify Teachers Who Are at Risk for Not Implementing Intervention Curriculum and High-Implementing Teachers." Health Education & Behavior 44, no. 1 (July 9, 2016): 83–91. http://dx.doi.org/10.1177/1090198116639242.
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Few questionnaires have been developed to screen for potentially poor implementers of school-based interventions. This study combines teacher characteristics, perceptions, and teaching/training experiences to develop a short screening tool that can identify potential “low-performing” or “high-performing” teachers pre-implementation. Data were gathered from 208 teachers and 4,411 students who participated in the national implementation of an evidence-based HIV intervention in The Bahamas. Sensitivity and specificity were evaluated for the detection of “low-performing” and “high-performing” teachers. The validity of the screening tool was assessed using receiver operating characteristics analysis. The School Pre-implementation Screening Tool consists of seven predictive factors: duration as teacher, working site, attendance at training workshops, training in interactive teaching, perceived importance of the intervention, comfort in teaching the curriculum, and program priority. The sensitivity and specificity were 74% and 57% in identifying “low-performing” teachers and 81% and 65% with “high-performing” teachers. The screening tool demonstrated an acceptable/good validity (area under the receiver operating characteristics curve was 0.68 for “low-performing teachers” and 0.78 for “high-performing” teachers). Our brief screening tool can facilitate teacher training and recruitment of engaged teachers in implementation of school-based interventions.
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Da Silva, Larissa Goulart. "From teacher to mentor: a case study on the development of mentoring skills." Revista Odisseia 2, no. 1 (March 18, 2017): 55. http://dx.doi.org/10.21680/1983-2435.2017v2n1id10806.
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The purpose of this paper is twofold. First, based on a literature review, the characteristics of a good mentoring practice are presented; and second, based on an action research I analyze how one teacher developed these characteristics (or not) during the process of becoming a mentor. Concerning the first objective, several researchers (MAYNARD, 2000; ORLANDI, 2001; RANDALL; THORNTON, 2001) have addressed the mentoring process. Considering their findings, it is possible to devise a list of good mentoring practices, consisting of characteristics, such as sharing expertise, developing an interpersonal relationship, understanding the mentoring situation, challenging and supporting, among others. Regarding the second objective, the data presented here are transcripts of the interactions between a novice mentor and student-teachers. These interactions show that even though all the characteristics of a good mentor were displayed during these sessions of mentoring, the extent to which they were displayed varies considerably.
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Hidayat, Wahyu, Wahyudin Wahyudin, and Sufyani Prabawanto. "THE MATHEMATICAL ARGUMENTATION ABILITY AND ADVERSITY QUOTIENT (AQ) OF PRE-SERVICE MATHEMATICS TEACHER." Journal on Mathematics Education 9, no. 2 (June 29, 2018): 239–48. http://dx.doi.org/10.22342/jme.9.2.5385.239-248.
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The Mathematical argumentation has been studied before, but no research has a focus on mathematical argumentation and adversity quotient of the pre-service mathematics teacher. This study is experimental research that aims to know and examine in depth about the influence of AQ of pre-service mathematics teacher toward the achievement of mathematical argument ability. The population of this study is the pre-service mathematics teacher in Cimahi City, West Java, Indonesia; while the sample is 60 pre-service mathematics teachers selected purposively. The instruments of this study are tests and non-tests. They are based on the assessment of good characteristics towards students' mathematical argumentation abilities, while the non-test instrument is based on the assessment of good characteristics towards AQ. The results of this research show that: (1) AQ gives positive influence to the development of mathematical argumentation ability of pre-service mathematics teacher with the influence of 60.2%, while the rest of it (39.8%) is influenced by other factors outside AQ; (2) The ability of mathematical argumentation of pre-service mathematics teacher is more developed on AQ of Climber type; (3) Students with the Quitter AQ type still tend to have less ability of mathematical argumentation.
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Garba, S. D. "LEADERSHIP AS A DIMENSION OF TEACHER EFFECTIVENESS." Sokoto Educational Review 1, no. 1 (March 3, 1986): 12. http://dx.doi.org/10.35386/ser.v1i1.6.
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In the past the teacher has been the focus of attention by critics of teacher performance. Those who view the school from outside hardly think that other factors within the school and outside the teachers control could influence teacher effectiveness.The classroom is usually regarded as the exclusive domain of the teacher. Students’ coverage of contents involvement in classroom activities and students’ success at school work are viewed from the standpoint of the teacher. In this paper, the author examines the role of the school leadership in creating the proper working and learning conditions for teachers and students without which teachers efforts would amount to nothing. The author argues that in the new education system being adopted, focus should sfiift from the classroom teacher to the quality of leadership the school enjoys. Good school leadership can support, enhance and create such essential teacher characteristics as appropriate lesson plans, classroom management, instructional methods that facilitate the achievement of school objectives, high teacher expectation of students, teacher sensitivity to students’ emotional and motivational needs and evaluation.
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Sudrajat, Yayan. "Personal competency of Indonesian teacher certified." Hortatori : Jurnal Pendidikan Bahasa dan Sastra Indonesia 1, no. 1 (July 25, 2019): 52–56. http://dx.doi.org/10.30998/jh.v1i1.34.
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The purpose of this study was to analyze the competencies possessed by teachers certified by their competence of certified teachers. This study is a survey research with a descriptive approach. Source of research data include informants, documents, and events or activities. Informants consisting of principals, Indonesian Language teachers, and the students of SMA Bina Spora Mandiri. The technique of collecting data with observation, interviews, and reviewing documents. Observation data is a description of the factual, accurate, and detailed about the immediate circumstances, human activities, and social situations. Data were analyzed using analysis model, namely interaction with data reduction, display, and drawing conclusions. Data validation was done by using triangulation. One of the conclusions from this study is good personality of the teacher will give a good example to their students and communities so that teachers perform as a highly exemplary. Teachers as educators whose primary task of teaching have personality characteristics that influence the success of human resource development.
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Oktradiksa, Ahwy. "Pengembangan Kualitas Kepribadian Guru." Nadwa 6, no. 2 (October 19, 2012): 231. http://dx.doi.org/10.21580/nw.2012.6.2.590.
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<p>Teachers play a role in improving the quality of education. As individuals, the teacher is the embodiment of all the unique characteristics according to its position as the teaching profession stakeholders. Personality is the primary foundation for self-realization as an effective teacher in carrying out their professional duties. This requires a teacher to be able to realize effective personal to carry out the functions and responsibilities. Teachers must know himself and is able to develop in the direction of the realization of a healthy personal and plenary. Teacher's personality is an important factor for the success of ter-learning students. Personality of the teacher becomes an example for their students. Teacher's personality into the factors that determine good or bad personality of the child. Good personality became a teacher requirements. </p><p><br /><strong>Abstrak </strong></p><p>Guru memegang peran dalam peningkatan mutu pendidikan. Sebagai pribadi, guru merupakan perwujudan dari seluruh keunikan karakteristik yang sesuai dengan posisinya sebagai pemangku profesi keguruan. Kepribadian merupakan landasan utama bagi perwujudan diri sebagai guru yang efektif dalam melaksanakan tugas profesionalnya. Hal ini menuntut seorang guru harus mampu mewujudkan pribadi yang efektif untuk dapat melaksanakan fungsi dan tanggung jawabnya. Guru harus mengenal dirinya sendiri dan mampu mengembangkannya ke arah terwujudnya pribadi yang sehat dan paripurna. Kepribadian guru merupakan faktor terpenting bagi keberhasilan belajar anak didik. Kepribadian guru menjadi contoh bagi peserta didiknya. Kepribadian guru menjadi faktor yang menentukan baik atau buruknya kepribadian anak. Kepribadian yang baik menjadi persyaratan sorang guru. <br />Kunci kunci: n.</p>
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Ntawiha, Philothere, Mary A. Otieno, Justin Nshimiyimana, Rita P. Nimusabe, and James Harindintwari. "Relationship between teacher characteristics and school performance in public secondary schools in Nyamasheke and Nyarugenge District, Rwanda." KIBOGORA POLYTECHNIC SCIENTIFIC JOURNAL 1, no. 1 (March 30, 2018): 62–71. http://dx.doi.org/10.33618/kpscj.2018.01.009.
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In school system, the teacher is the key input as he/she is the one to create a conducive atmosphere for learning by preparing the learning content, preparing classroom environment, ordering materials, using a variety of methods to deliver learning, and he/she also assesses the level of learners, manages time and students, and should be a good role model. Therefore, the purpose of this study was to determine whether and to the extent to which relationship exists between teacher characteristics and school performance in public secondary schools in Nyamasheke and Nyarugenge districts. Specifically, the study sought to describe teacher characteristics, determine the extent to which teacher characteristics correlate with school performance, and find out the strategies adopted to enhance school performance in public secondary schools located in the two districts. This study was guided by Education Production Function theory and it adopted a correlation research design. The target population involved 70 head teachers and 2 district education officers. 21 head teachers and 2 district education officers were surveyed. Stratified sampling, simple random sampling and purposive sampling techniques were used to select this sample and questionnaires, document review schedule, and interview schedule were used to collect data. It was found that only 61.15% of teachers have a bachelor’s degree, among them only 63.81% have undergone a pedagogical course, and only 56.05% have an experience of more than three years. It was further found that among the teacher characteristics, teacher qualification, professional training and experience highly correlate with school mean performance and as the coefficient of determination for each varies between 0.41 and 0.63. It was therefore recommended that the government and all other stakeholders should allocate more resources to train more teachers and retain experienced ones and provide more in-service training to enhance teachers’ professionalism.
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Duy Khang, Nguyễn. "From “Letter to a Teacher”: seeking the implied portraits of a good teacher. A Vietnamese father’s perspective." Problemy Wczesnej Edukacji 28, no. 1 (March 31, 2015): 128–39. http://dx.doi.org/10.5604/01.3001.0008.5677.
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This article aims at portraying the characteristics of a good teacher through “Letter to a Teacher” – the work of Lorenzo Milani and eight boys of “Barbiana” – from an Asian perspective. Beyond this discourse, the analysis has implied that a good teacher (1) gives constructive feedback, (2) has knowledge, (3) uses marks properly, (4) balances and satisfi es learners’ needs, (5) looks into the roots of problems, (6) cares for the learners, (7) limits inequality, (8) thinks critically and is responsible, and (9) communicates well in most cases.
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Chang, Dr Lilian Ya-Hui. "Good Language Teachers: Divergent Perspectives between University Language Teachers and learners." Studies in English Language Teaching 8, no. 1 (January 13, 2020): p21. http://dx.doi.org/10.22158/selt.v8n1p21.
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Teachers assume several key roles in the language classroom: as educators transmitting knowledge, as facilitators assisting students with their learning, and as motivators inspiring students to achieve their language goals, to name a few. As any one teacher is unlikely to possess the full range of characteristics suggested in the literature, it seems important to explore what individual class groups of learners believe are the characteristics most beneficial to their language learning. In addition, how about these language learning group teachers’ perspectives? Do language learners and their teachers hold similar views? Are there any discrepancies in their viewpoints? If so, would these discrepancies affect learning effectiveness? These are some questions this research project aims to answer.9 language teachers and their class groups (a total of 10 groups, 287 students) from a language university in southern Taiwan participated in this study. Questionnaire results from student questionnaire were collated with data from their language teachers to discover points of agreement and divergence. The result shows that both language learners and their teachers believe in the importance of good command of L2. However, language learners care more about their relationship with the teachers (e.g., whether they are treated fairly, with respect), whereas language teachers believe that their professional teaching knowledge and the ability to update and reflect most important. This gap in the viewpoints may cause unmet expectations which ultimately affect learning effectiveness. This research ends with some practical suggestions for language teachers in the classroom.
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Tarwiyah, Siti. "Students’ Perceptions on a Good Tertiary Foreign Language Teacher." Register Journal 6, no. 2 (November 1, 2013): 17–52. http://dx.doi.org/10.18326/rgt.v6i2.17-52.
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This paper investigates students’ perception of tertiary teachers’ attitude, method of teaching and classroom management in the teaching and learning of (professional, pedagogic, social and personality competence) English and Arabic Language at IAIN Walisongo Semarang. This study is designed quantitavely and qualitatively using closed and open-ended questionnaire for collecting data. The subject of this research is the second semester students of the two faculties at IAIN Walisongo who, in that semester, take Arabic or English language course. The subject is chosen because based on 2012 course distribution, English and Arabic are distributed in the first and the second semester. The findings revealed that it is clearly seen that KPI (Islamic Communication Broadcasting) department students have better perception to their English language teachers. Meanwhile, students who have better perception to their Arabic Language Teachers are those from Islamic Counseling Departments (BPI) of Dakwah faculty. Data of Tarbiyah Faculty shows Arabic language teachers are dominating. Arabic language teachers win 0.5 over English language teachers in almost all characteristics. This implies that expected performance of students in English Language is based on the teachers’ attitude, method of teaching the subject and classroom management. Based on the above-findings, recommendations were made.Keywords:Perception ; Tertiary Teachers ; Personality Social and Pedagogic Competence; English Language; Teaching/Learning
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Tarwiyah, Siti. "Students’ Perceptions on a Good Tertiary Foreign Language Teacher." Register Journal 6, no. 2 (November 1, 2013): 17. http://dx.doi.org/10.18326/rgt.v6i2.236.
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This paper investigates students’ perception of tertiary teachers’ attitude, method of teaching and classroom management in the teaching and learning of (professional, pedagogic, social and personality competence) English and Arabic Language at IAIN Walisongo Semarang. This study is designed quantitavely and qualitatively using closed and open-ended questionnaire for collecting data. The subject of this research is the second semester students of the two faculties at IAIN Walisongo who, in that semester, take Arabic or English language course. The subject is chosen because based on 2012 course distribution, English and Arabic are distributed in the first and the second semester. The findings revealed that it is clearly seen that KPI (Islamic Communication & Broadcasting) department students have better perception to their English language teachers. Meanwhile, students who have better perception to their Arabic Language Teachers are those from Islamic Counseling Departments (BPI) of Dakwah faculty. Data of Tarbiyah Faculty shows Arabic language teachers are dominating. Arabic language teachers win 0.5 over English language teachers in almost all characteristics. This implies that expected performance of students in English Language is based on the teachers’ attitude, method of teaching the subject and classroom management. Based on the above-findings, recommendations were made.Keywords:Perception ; Tertiary Teachers ; Personality Social and Pedagogic Competence; English Language; Teaching/Learning
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Haryadi, Rudi, and Cindi Cludia. "PENTINGNYA PSIKOLOGI PENDIDIKAN BAGI GURU." Academy of Education Journal 12, no. 2 (July 1, 2021): 275–84. http://dx.doi.org/10.47200/aoej.v12i2.448.
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Educational psychology learning means studying the psychological aspects of students so that the teacher has basic rules for applying effective learning techniques that are applied to certain student characteristics. Learning skills also involve communicated strategies in learning, regardless of whether students understand them well or not. In the educational process, a teacher is expected to face challenges in evaluating the different characteristics of each student. In educational psychology, the teacher will understand the differences in student personalities in learning and how to deal with these personality differences, so that by studying good educational psychology, the teacher can know the differences in student character and not be confused in dealing with them. In educational psychology, there is a lot of discussion about problems related to human development. Therefore, teachers can not only teach thematic subjects in the classroom, but also provide direction or guidance to students who need academic problems. In addition to providing solutions for students who have academic problems, teachers can also build social bonds with students so as to create a positive atmosphere in learning activities.
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Ibad, Fareeda. "Personality and Ability Traits of Teachers: Student Perceptions." Journal of Education and Educational Development 5, no. 2 (December 13, 2018): 162. http://dx.doi.org/10.22555/joeed.v5i2.2215.
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<p>The study attempts to explore higher education students’ perceptions of proficient teachers, which is of importance to them in their learning. Since no effective system of teacher evaluation was in place in Pakistan until recently to distinguish between good and poor teachers, research shows that poor teaching quality is pervasive in higher education institutions in the country. The study analyzed students’ views of good and poor teaching through two focus group discussions with students from two engineering schools in Pakistan. The hematic coding of data yielded the desired outcomes of students’ views according to the personality and ability traits their teachers demonstrated. It was revealed that teachers possessed both categories of characteristics to a certain extent with the shortcomings of approachability, ability to bring knowledge to the level of the students, low emotional intelligence and poor communication ability resulting there from. It is expected that action to improve teaching quality would result in awareness of the problem. </p><p><strong>Keywords</strong>: behavioral theory, cognitive theory, effective teaching, personality<br />characteristics, teacher behavior</p>
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Shiwaku, Koichi. "Comparative study on teacher training for school disaster management in Armenia and Japan." Disaster Prevention and Management 23, no. 2 (April 1, 2014): 197–211. http://dx.doi.org/10.1108/dpm-12-2012-0144.
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Purpose – Teacher training is significant for effective school disaster management. The purposes of this paper are: first, to set items for analysis of teacher training program of Armenia through identification of teacher training program of Emergency And Rescue Team by school staff in Hyogo (EARTH) to understand the characteristics of teacher training program of Armenia; second, to identify common points and different points of school disaster management and teacher training between EARTH and Armenia to understand the characteristics of one of training program of Japan; and third, to propose improvement of teacher training of Armenia through identification of problems to give suggestions to improve teacher training program of Armenia. Design/methodology/approach – One of teacher training program for school disaster management in Japan can be considered as a good practice. The objectives are achieved through the comparison of teacher training program between Armenia and Japan. Findings – In Armenia, there are three training targets. Training contents should be developed after the clear concept development of training for each target. This paper proposed the concept based on EARTH training program. Normalization of school including psychological care is the main contents for school directors and deputy directors. Disaster management system and disaster management drill are the contents for military science teachers. Disaster education is the main contents for general teachers. Originality/value – This paper considered mainstreaming school disaster management from the aspect of teacher training and application of training program to other countries.
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Methen, Amena Al, and William J. Wilkinson. "What Students in Kuwait Consider to be the Characteristics of a ‘Good’ Science Teacher." Research in Science & Technological Education 4, no. 2 (January 1986): 171–81. http://dx.doi.org/10.1080/0263514860040207.
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Raza, Kashif, and Christince Coombe. "What Makes an Effective TESOL Teacher in the Gulf? An Empirical Exploration of Faculty-Student Perceptions for Context-Specific Teacher Preparation." Journal of Ethnic and Cultural Studies 8, no. 1 (December 1, 2020): 143. http://dx.doi.org/10.29333/ejecs/538.
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Teacher education continues to remain an area of exploration and further development in contemporary research. One significant question that dominates discussions that focus on teacher development is “what makes them effective for their students?” Research on context-specific teaching informs us that the metaphor “effective teacher” can be best described in light of the characteristics associated with the term in the context where this is being discussed and negotiated. Although the general list of qualities helps understand the dominant attributes of good teachers in the field, they do not always answer whether this makes a teacher successful in a specific context. To fill this gap, and to determine what teacher characteristics are valued the most in the Gulf context, the present study investigated faculty-student beliefs about the qualities of an effective English teacher using a mixed methods research design that utilized a bilingual survey to collect quantitative data from 66 teachers and 527 students, and individual interviews with 10 faculties and 14 students to further unpack the findings. This study reports that a teacher’s ability to employ an efficient teaching methodology and develop a compassionate relationship with their students, regardless of their gender, age, nationality and accent, are the most preferred qualities of an effective English teacher in the Gulf. These findings are helpful for educators, policymakers, teacher trainers, education leaders, and researchers in employing, developing, and designing teacher-training programs in specific contexts