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Dissertations / Theses on the topic 'Effective teacher characteristics'

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Published: 4 June 2021
Last updated: 9 February 2022

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1

O'Meara, Kevin T. "Characteristics of effective teachers in the Air Force's Squadron Officer College." Auburn, Ala., 2007. http://handle.dtic.mil/100.2/ADA470317.

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2

Hill, Karen D. "The Personal Characteristics and Pedgagogical Styles of Effective Abstinence Education Instructors." BYU ScholarsArchive, 2012. https://scholarsarchive.byu.edu/etd/3237.

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The purpose of this study was to explore the personal characteristics and pedagogical styles of effective abstinence instructors. Abstinence instructors receive regular training and evaluation and tend to remain in the abstinence education field for multiple years. Abstinence education programs are offered throughout the United States and present a pool of participants in which to sociologically examine the dynamics of the relationship of adolescents and instructors in a youth prevention program. This qualitative study is based on in-depth personal interviews of eight abstinence instructors who shared insights into their own teaching experiences, expressed their thoughts about who they are as a person and their experiences that impacted their teaching, what they know about teaching methods and relating to students, and how what they care about informed their instructional delivery. Three abstinence program administrators also presented their insights into effective abstinence instruction. Effective abstinence educators embody personal characteristics and pedagogical styles common to effective teachers in public schools and other positive youth development programs. Supporting the concept of teacher immediacy (Mehrabian, 1969, 1981), interview data indicate that abstinence instructors perceive that integrating who they are, what they know and what they care about into their teaching style and classroom persona increases their effectiveness. Findings from this study may inform recruitment, training, evaluation and retention of prevention program instructors for youth.
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(yucel), Bozdas Elif Olcay. "The Characteristics Of Effective Teachers As Perceived By Primary School Students And Teachers." Master's thesis, METU, 2008. http://etd.lib.metu.edu.tr/upload/2/12610196/index.pdf.

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This study aimed at investigating the perceptions of primary school students and teachers on effective teacher characteristics. The sample consisted of 450 primary school students from 6th, 7th and 8th grades and 150 teachers from 9 primary schools in the Province of Afyonkarahisar. Data were gathered from the participants via Effective Teacher Characteristics Questionnaire (ETCQ) developed by the researcher. Both descriptive and inferential statistics were utilized to analyze the data. Principal Component Analysis was used to find out the perceived dimensions of effective teacher characteristics questionnaire. Repeated Measures ANOVA was employed for the priorities of students within these dimensions and MANOVA was used to investigate whether there were significant differences among students&rsquo
perceptions with respect to certain background variables. Descriptive statistics were used to analyze the responses of teachers for the questionnaire. Results of the study indicated that primary school students perceived the effective teacher characteristics with respect to teachers&rsquo
(1) relations with students, (2) personal traits and in-class behavior, (3) teaching ability, (4) motivating personality, (5) professional demeanor, (6) classroom management and (7) feedback &
evaluation. Students give the most importance to &lsquo
teaching ability&rsquo
and &lsquo
personality traits and in-class behavior&rsquo
dimensions. Descriptive statistics showed that teachers give the most importance to the items related with field knowledge, pedagogical knowledge and teaching ability.
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Anchulee, Suwandee McCarthy John R. "Students' perceptions of university instructors' effective teaching characteristics in the faculty of science, Mahidol University." Normal, Ill. Illinois State University, 1994. http://wwwlib.umi.com/cr/ilstu/fullcit?p9521342.

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Thesis (Ph. D.)--Illinois State University, 1994.
Title from title page screen, viewed April 13, 2006. Dissertation Committee: John R. McCarthy (chair), Ronald S. Halinski, Larry D. Kennedy, David L. Tucker. Includes bibliographical references (leaves 85-89) and abstract. Also available in print.
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Anuwongse, Amatyakul McCarthy John R. "Officer perceptions of effective teaching characteristics of instructors in the Naval Command and Staff College of Thailand." Normal, Ill. Illinois State University, 1996. http://wwwlib.umi.com/cr/ilstu/fullcit?p9633408.

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Thesis (Ph. D.)--Illinois State University, 1996.
Title from title page screen, viewed May 18, 2006. Dissertation Committee: John R. McCarthy (chair), Larry D. Kennedy, Marcia D. Escott, Lemuel W. Watson. Includes bibliographical references (leaves 77-81) and abstract. Also available in print.
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Manders, Debra Ann. "Characteristics that make principals effective leaders a study of teacher perceptions of principal leadership /." Online access for everyone, 2008. http://www.dissertations.wsu.edu/Dissertations/Summer2008/d_manders_072908.pdf.

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7

Bassette, LaTasha Price. "Characteristics of Effective Reading Language Arts Teachers in Closing the Achievement Gap." ScholarWorks, 2016. https://scholarworks.waldenu.edu/dissertations/3221.

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This study examined an urban school district in the southern United States that continued to experience student achievement gaps despite the implementation of initiatives as the African American Success Initiative. The school leadership needed a deeper understanding regarding what strategies were successful with closing the achievement gap. Using Gay's theory of cultural responsive pedagogy, the purpose of this study was to identify inward attributes, outward strategies, and professional development perceptions of teachers with no achievement gap among ethnically diverse students. Employing an instrumental case study design, 8 middle school reading teachers who closed the reading achievement gap were interviewed; these narratives were supplemented with classroom observations and archival data of district-administered students' surveys for the teachers, professional development plans, and teacher lesson plans. Data were analyzed using comparative and inductive analysis and were thematically coded. Findings indicated that teachers who closed the achievement gap shared culturally responsive characteristics and behaviors, including a caring attitude, high expectations, content relevance, and a belief that their existing Professional Development (PD) was not specific to the needs of teachers working in high-minority, low-socioeconomic urban school environments. A 3-day PD was designed to produce positive social change by reframing the beliefs, responses, and approaches to teaching minority students, allowing teachers to develop stronger teacher-student relationships, tolerance, and strategies, to ultimately increase student motivation and achievement.
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8

Kural, Mehmet Hamdi. "Student Perceptions On Their Physics And Mathematics Teachers." Master's thesis, METU, 2006. http://etd.lib.metu.edu.tr/upload/12608017/index.pdf.

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The purpose of this study was to investigate the high school students&rsquo
perceptions on effectiveness of their physics and mathematics teachers. For this purpose a 71-item questionnaire, with a reliability coefficient of 0.97, was developed and applied to 1237 9th grade students in Ankara. 30 Physics teachers and 33 Mathematics teachers were evaluated by student ratings in 13 regular high schools and 6 Anatolian lycees. As a result, 17 % of physics teachers and 27% of mathematics teachers found to be considered effective by their students. In addition to this, it is found that specific effective teacher characteristics about teaching ability and interpersonal relationships are possessed in low amounts by most of the physics and mathematics teachers.
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9

Barnett, Kelli. "Characteristics of High Quality Teachers: A Qualitative Phenomenological Study." Digital Commons @ East Tennessee State University, 2019. https://dc.etsu.edu/etd/3541.

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A qualitative investigation was conducted to explore the characteristics of high quality teachers. This study used a phenomenological methodology, enabling the researcher to gather information from a purposeful selection of people directly identified as high quality teachers by their principals. This study employed processes of data collection commonly used in observational analysis and included the use of interviews found in qualitative design. The researcher was able to extract meaning using the coding process and the constant comparative method. Information was sorted into themes that supported and aligned with the research questions leading to a deeper understanding of the phenomenon. This was accomplished through thorough analysis of interviews and observations. Teacher participants were asked to participate in an interview prior to the classroom observation, be observed in the classroom, and participate in a post observation interview. Additionally, individual interviews were conducted with the principals of the teacher participants. The quality of data sources led to the triangulation of results giving credibility to the study. The study findings were conclusive regarding the key characteristics of high quality teaching. There was a clear relationship between high quality teaching and the use of a variety of instructional strategies, the ability to engage students in learning, the use of higher order questioning as a prevalent teaching strategy, the establishment of clear classroom expectations and the maintenance of those expectations, clear and deliberate communication to facilitate home and school partnerships, and a high level of passion for content and the profession of teaching. Other emerging themes may be utilized to connect high quality teaching to additional characteristics. These characteristics offer suggestions for further research to determine how strong the correlation is between high quality teaching and these themes. The themes included having a caring disposition, high expectations, being self-reflective, having content knowledge, being a team player, and having a strong work ethic. The research findings were evidenced and supported by a thorough literature review, the results of principal and teacher participant interviews, the results of classroom observations of teacher participants, and document analysis. The researcher also specified recommendations for future practice and suggestions for future research. The results from this study contribute to the body of knowledge on the exploration of the characteristics of high quality teachers.
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10

Wilkey, Gregory G. "Research into the Characteristics of Effective High School Principals: A Case Study of Leadership Practices Used in the High School Setting." DigitalCommons@USU, 2013. https://digitalcommons.usu.edu/etd/1478.

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The lack of successful leadership in many public high schools across the United States has resulted in a leadership crisis, the lack of ability to transform schools, and low student achievement. This study sought to identify characteristics of two successful high school principals who have directed high schools during a period of unprecedented student academic growth. The purpose of this study was to examine the key leadership characteristics of principals at two different high schools: (a) Good-to-Great High School (GTGHS) and (b) Overachieving High School (OHS). This study was a qualitative exploratory case study with an inductive approach using interviews and observations of two successful high school principals and interviews of 10 faculty and staff to identify emerging themes. Open and axial coding was used throughout the data analysis process. Several themes emerged that identified common characteristics and behaviors of successful high school leaders. Conclusions from the study proved that successful high school principals establish relationships of trust, collaborate effectively with all stakeholders to develop a school vision with high expectations for all, positively shape and sustain a warm school culture, select and develop people within the organization, and reach out to all involved to make the most of the resources available to build academic achievement for students. The findings also supported the notion that a visible principal who is highly involved in the development of the curriculum and the instructional environment and who stays current with the instructional ideas of the day will have a positive impact on student learning. Also of note was the notion that high school principals who embrace change and are willing to develop and share leadership will make a positive difference in the lives of young people. If action is taken on the outcomes of this study, social change will occur by minimizing the national public school leadership crisis. In addition, schools will be more positively transformed and student academic achievement will likely increase.
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McCann, Gary Dail. "A Study to Examine Teacher Perceptions of Leadership Characteristics That Middle School Principals Should Have to Be an Effective Instructional Leader." Digital Commons @ East Tennessee State University, 2011. https://dc.etsu.edu/etd/1351.

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This study was designed to investigate teachers' perceptions of the role middle school principals played as instructional leaders in 2 rural schools in southwest Virginia. The 2 middle school participants in the study included only teachers in schools classified Fully Accredited by the accountability standards of the No Child Left Behind for changing the academic status of their schools from Needs Improvement in 2005 to Fully Accredited for 2006 to 2009 inclusive. This study examined teachers' perceptions of the principal's role as an instructional leader for school improvement in changing the status of the schools from Needs Improvement to Fully Accredited. This study examined middle school teachers' perceptions of 3 leadership characteristics middle school principals should possess as an effective instructional leader for school improvement. This qualitative research project examined middle school teachers' perceptions of the impact of school vision, teacher collaboration, and student academic needs for improving student achievement during a school improvement process. This qualitative study gathered information through the use of online surveys, interviews, and summative student achievement scores to determine teacher's perceptions of the effectiveness of their principals as instructional leaders. Results of this study suggested principals should rely on researched-based practices for maintaining and sustaining high student achievement and high teacher expectations for instructional accountability. This study provides useful information for future instructional research on 3 leadership characteristics and their impact on instruction and student achievement.
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Shepard, Sherry Hall. "The relationship between the effective schools characteristics, collective teacher efficacy, and student achievement in high poverty, high minority populated elementary schools in Mississippi /." Full text available from ProQuest UM Digital Dissertations, 2005. http://0-proquest.umi.com.umiss.lib.olemiss.edu/pqdweb?index=0&did=1801490531&SrchMode=1&sid=20&Fmt=2&VInst=PROD&VType=PQD&RQT=309&VName=PQD&TS=1258652800&clientId=22256.

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Thesis (Ph.D.)--University of Mississippi, 2005.
Typescript. Vita. Dissertation chair: Dr. Bobbie Smothers "December 2005." Includes bibliographical references (leaves 78-88). Also available online via ProQuest to authorized users.
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Thomas, Eugene M. "A Meta-Analytic Investigation Examining Effective Characteristics of Professional Development in K-12 Education Since the Inception of the No Child Left Behind Act of 2002." Youngstown State University / OhioLINK, 2013. http://rave.ohiolink.edu/etdc/view?acc_num=ysu1370956977.

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14

Sundstrom, Helen E. "The characteristics of effective clinical teachers in baccalaureate nursing programs." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 2000. http://www.collectionscanada.ca/obj/s4/f2/dsk1/tape4/PQDD_0018/MQ53231.pdf.

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Anderson, Joan Elizabeth. "Characteristics of six effective cooperating teachers and their impact on elementary student teachers /." Search for this dissertation online, 2003. http://wwwlib.umi.com/cr/ksu/main.

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Pitzen, John G. "An analysis of effective and ineffective classroom management teacher's behaviors and characteristics /." Online version, 2009. http://www.uwstout.edu/lib/thesis/2009/2009pitzenj.pdf.

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17

Hor, Su-yin Education Faculty of Arts &amp Social Sciences UNSW. "Exploring gifted primary students' perceptions of the characteristics of their effective teachers." Awarded by:University of New South Wales. Education, 2006. http://handle.unsw.edu.au/1959.4/24307.

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This study sought to explore the question of what personal and professional characteristics may be particularly relevant to effective teachers of the gifted, by investigating the characteristics of effective teachers identified in both the general teacher effectiveness literature and the gifted education literature, through the perceptions of gifted primary students about teachers they regarded as effective. A questionnaire was created for this study, comprised of items which represented characteristics identified from the literature review and determined to be relevant to students' experiences. This questionnaire was distributed to the sample of intellectually gifted primary students (n = 168), and their responses were examined for differences between moderately gifted (n = 74) and highly gifted primary students (n = 94), as well as female (n = 84) and male (n = 81) gifted primary students. This study also recorded gifted primary students' opinions regarding what they believe were the characteristics that made their nominated teachers so effective, through the use of an open-ended question in the questionnaire. This study found that the characteristics of effective teachers identified in both the general teacher effectiveness and the gifted education literatures were supported by gifted primary students' perceptions of their nominated teachers. This study also found differences between moderately gifted and highly gifted primary students, as well as gender differences on a number of characteristics. These differences support the need to examine, more carefully, teacher behaviour and strategies in the classroom for differences in how they may influence the learning of students of different levels of ability and gender. A qualitative analysis of gifted primary students' answers to the open-ended question also revealed in-depth information about how teachers' characteristics are related to each other, and how students perceive them to be effective, as well as suggesting characteristics that were not identified in the previous review of the literature.
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Manuel, La Tanya Antoinette. "Lead with Passion| Effective Leadership Characteristics as Perceived by School Administrators and Teachers." Thesis, Concordia University Irvine, 2017. http://pqdtopen.proquest.com/#viewpdf?dispub=10604311.

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The purpose of this mixed methods research study was to examine how educators lead with passion. The study identified key characteristics in school administrators and teachers who lead effective schools. This research study analyzed whether there were any significant differences in the leadership styles of administrators and teachers. Five research questions served to guide the investigation of leadership characteristics: (1) Is there a difference between the average reported scores for each of the three frequently used leadership styles? (2) Is there a difference between the administrators and the teachers on the three leadership styles? (3) Is there a significant difference between the schools on each of the three measures of leadership styles? (4) Which leadership characteristics do administrators and teachers perceive to have the most influence on creating successful schools? (5) Does the use of empowerment leadership theories such as transformational, servant, visionary, cultural, moral/ethical, and invitational affect the Academic Performance Index (API) scores at elementary magnet schools?

Fifty-two administrators and teachers from three elementary magnet schools participated in the study employing a customized version of the Multifactor Leadership Questionnaire (MLQ) and semistructured interview questions. There was a significant difference in the preference of leadership style by the participants. Research participants preferred the transformational leadership style. There was no significant difference in the perceptions by the administrators and the teachers in the responses to the leadership styles at the three elementary schools.

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Miller, Carole Lewis. "Personality characteristics of pre-service and effective teachers as assessed by the California psychological inventory /." The Ohio State University, 1992. http://rave.ohiolink.edu/etdc/view?acc_num=osu1487779120906502.

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MacDonald-Clarkson, Christine Marie. "Characteristics of effective and ineffective clinical teachers in nursing as perceived by students and faculty." Thesis, University of British Columbia, 1986. http://hdl.handle.net/2429/26005.

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The purposes of this study were to investigate the characteristics of effective and ineffective clinical teachers in nursing as perceived by diploma school students and faculty, to compare the two groups in their perceptions, and to determine the influence, if any, that selected student and teacher variables have on these perceptions. The sample included 149 nursing students who had been supervised by at least 3 clinical teachers during their nursing education and 24 faculty. A descriptive survey approach was utilized for this study. Data were gathered using a background information questionnaire, an adapted form of the Nursing Clinical Teacher Effectiveness Inventory (NCTEI), and a Summary form. The NCTEI, developed by Knox and Mogan (1985), contains 48 clinical teacher characteristics grouped into five categories. Subjects were asked to rate an effective and ineffective clinical teacher from their past observations using the NCTEI. They were then requested to list the three characteristics they considered to be most important for clinical teacher effectiveness. Data were analyzed using a variety of statistical procedures. Results showed that students and faculty did describe effective and ineffective clinical teachers in nursing differently. Students emphasized characteristics related to Personality Traits, Interpersonal Relationships, and Evaluation categories while faculty focused on Teaching Ability, Nursing Competence and Evaluation characteristics. The three characteristics selected as most important for clinical teacher effectiveness were also found to differ between the two groups. The student variable of class level influenced the ratings of effective clinical teachers while age influenced the ratings of ineffective clinical teachers. These variables did not affect the three characteristics selected as most important for clinical teacher effectiveness. The faculty variable, number of years of teaching experience, affected ratings of both effective and ineffective clinical teachers. However, the variables of teaching level, employment status, and educational preparation did not. No significant differences were found in the characteristics chosen as the three most important for a clinical teacher to possess across faculty variables. Conclusions and implications of this study are addressed and suggestions for further research are presented.
Applied Science, Faculty of
Nursing, School of
Graduate
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21

Futrell, Alvin L. "Relative importance of characteristics required to become an effective university supervisor of student teachers as perceived by university supervisors, cooperating teachers, student teachers, and building principals." Virtual Press, 1987. http://liblink.bsu.edu/uhtbin/catkey/483473.

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The primary purpose of the study was to determine whether there was a significant relationship among perceptions of university supervisors, cooperating teachers, student teachers, and building principals regarding characteristics required to become an effective university supervisor of student teachers.In order to examine the research questions, data were collected from each of the four population groups with a questionnaire consisting of twenty-three supervisory characteristics. Twenty-three null hypotheses were tested by using the Chi square test of independence. The .05 level of significance was established as the critical probability level for the rejection of hypotheses.Findings1. There was a statistically significant difference among university supervisors, cooperating teachers, student teachers, and building principals in their perceptions regarding nineteen of the supervisory characteristics.2. There was no significant difference among university supervisors, cooperating teachers, student teachers, and building principals in their perceptions regarding four of the supervisory characteristics.3. The average number of years teaching experience was 18.4 for university supervisors, 13.5 for cooperating teachers, and 17.6 for building principals.4. The average number of years of supervising student teachers was 9.9 for university supervisors, 5.2 for cooperating teachers, and 8.1 for building principals.5. There were 46.4 percent of university supervisors, 7.8 percent of cooperating teachers, and 22.2 percent of building principals who possessed supervisory training.6. Reflecting a positive professional attitude and a real liking and respect for teaching are the most important characteristics needed by university supervisors.7. There was an observable difference in the perceptions of practitioners regarding characteristics required to be an effective university supervisor of student teachers, when compared to reports in related literature.Conclusions1. Subjects tend to agree in their perceptions regarding the importance of personal qualities and professional skills.2. Subjects tend not to agree in their perceptions regarding the importance of managerial skills and general qualities.3. Cooperating teachers tend to have fewer years of teaching experience.4. Cooperating teachers have considerably less supervisory experience.5. A high percentage of the subjects was not properly trained in student teaching supervision.
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Albert, Green DeEadra Florence. "Teachers', parents', and students' perceptions of effective school characteristics of two Texas urban exemplary open-enrollment charter schools." Texas A&M University, 2005. http://hdl.handle.net/1969.1/2566.

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The primary purpose of this study was to examine how teachers, parents, and students viewed their charter school as effective when effectiveness was defined by the following 11 characteristics: (a) instructional leadership, (b) clear mission, (c) safe and orderly environment, (d) positive school climate, (e) high expectations, (f) frequent monitoring, (g) basic skills, (h) opportunities for learning, (i) parent and community involvement, (j) professional development and (k) teacher involvement. Two exemplary open-enrollment charter schools in Texas were used in this study. All 24 teacher, parent, and student participants completed a questionnaire that addressed characteristics analyzed for each group. The 72 participants in this quantitative study were randomly chosen to respond to items on the School Effectiveness Questionnaire developed by Baldwin, Freeman, Coney, Fading, and Thomas. Data from the completed questionnaires were reported using descriptive statistics and frequency data. Major research findings for the study were as follows: 1. There was agreement among teachers, parents, and students regarding 5 characteristics. These characteristics were: (a) safe and orderly environment, (b) positive school climate, (c) high student expectations, (d) frequent student assessment, and (e) monitoring of achievement and basic skills. 2. Teachers and parents agreed their school demonstrated effective instructional leadership, a clear and focused mission, and a maximized opportunity for learning. On the other hand, students were uncertain their school provided maximum opportunities for learning. 3. Only parents and students were in agreement concerning the parental involvement in their school. In contrast, teachers were uncertain their school provided parent and community involvement. 4. Teachers were also uncertain their school provided strong professional development and included them in the decision-making process for the school.
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Keartipong, Meepiarn McCarthy John R. "Thai police cadet perceptions of effective teaching characteristics of instructors in the Royal Thai Police Cadet Academy of Thailand." Normal, Ill. Illinois State University, 1995. http://wwwlib.umi.com/cr/ilstu/fullcit?p9604377.

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Thesis (Ph. D.)--Illinois State University, 1995.
Title from title page screen, viewed April 24, 2006. Dissertation Committee: John R. McCarthy (chair), Larry D. Kennedy, David L. Tucker, Lemuel W. Watson, Frank T. Morn. Includes bibliographical references (leaves 85-90) and abstract. Also available in print.
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O’Brien, Robert Patrick, and res cand@acu edu au. "Assessing the Characteristics of Effective Professional Learning and Training Programs: Perceptions of teachers, principals and training personnel within Catholic Education in Melbourne." Australian Catholic University. Trescowthick School of Education, 2004. http://dlibrary.acu.edu.au/digitaltheses/public/adt-acuvp54.29082005.

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The main aim of this thesis centred on what made effective professional development programs. As a particular case study data was collected on those programs sponsored by the Melbourne Catholic Education Office. Teachers from three schools in the North Western Metropolitan Zone of Melbourne, Australia, the principals from the three participating schools and training staff from the Catholic Education Office in Melbourne became the subjects of the study. The data collected from questionnaires was analysed in order to ascertain whether there were any common trends as to what the teachers thought was needed in effective professional development programs. The interviews with the participating principals and training staff were taped and later analysed in order to determine what they believed was the purpose of professional development and whether the programs currently being offered were effective. In addition, a list of characteristics of effective professional development was developed from the relevant research literature. The analysis of the above data was used to develop a model of effective professional development. The design of this model is cyclical. A main characteristic of the model promotes the reflection by both the participants and the training providers on what has occurred during the program and this process of reflection contributes in later development of programs in similar areas. It was also concluded that the needs and expectations from professional development of teachers and principals were different to what has been expected in past research projects. Both the teachers and principals expected that they would not be solely immersed in theory or in activities that may be used in the classroom. Instead they hoped to gain a knowledge of activities that are based on theory and develop an understanding of how these activities may be used and how they will assist in student learning. Hence, the link between the theory and its application was believed by teachers and principals to be of primary importance in professional development in order to maintain high teaching practices and in turn result in improved student learning.
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Lowerre, Robert. "PERCEPTIONS OF TEACHERS REGARDING THE IMPORTANCE AND EXISTENCE OF RESEARCHED-BASED PROGRAM CHARACTERISTICS IN ALTERNATIVE HIGH SCHOOLS AND TEACHER’S PERCEPTIONS OF EFFICACY IN THE COMMONWEALTH OF VIRGINIA." VCU Scholars Compass, 2010. http://scholarscompass.vcu.edu/etd/2335.

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The purpose of this research was to determine teachers’ perceptions of the degree to which research-based characteristics exist in alternative high schools and programs in the Commonwealth of Virginia and the importance of these characteristics to effective education. In addition, this research investigated whether or not these perceptions were related to the teachers’ perception of efficacy. These seven characteristics were (a) clearly identified enrollment criteria, (b) low ratio of student to teachers, (c) one-to-one interactions between staff and students, (d) social skills instruction, (e) effective academic instruction, (f) parental involvement and parental support programs, and (g) specific training for teachers who are working with at-risk youth. Alternative school teachers were also administered the short form of the Tschannen-Moran and Woolfolk Hoy (2001) Teachers’ Sense of Efficacy Scale that is specifically designed to assess the respondents’ perceptions of their self-efficacy as teachers. The data show that alternative school teachers in Virginia ranked “low student to staff ratio” as the most important and “parental involvement and parental support programs” as the least important research-based characteristics for the academic focus of their schools. It was also evidenced by the data that none of the research-based characteristics were shown to have “strong evidence” of existence in Virginia’s alternative schools and programs. Finally, the data showed that there is a positive correlation between the existence of the research-based characteristics and the reported self-efficacy of the alternative school teachers.
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Ahmad, Azza Mokhtar. "Exploring characteristics of effective Arabic language teachers." 2011. http://hdl.handle.net/2152/11409.

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This study explored the learning experience of Arabic language learners at the college level, focusing on their perception of effective and ineffective Arabic language teachers as well as the influence of their experiences on their motivation. The study also attempted to shed some light on the nature of the teacher-student interaction within the current sociopolitical context. The 29 students who agreed to participate in this study were all Arabic language learners enrolled in the second year or higher of Arabic at a major university in the United States. Data were collected from multiple sources including an open-ended survey and semi-structured interviews that were conducted on a one-on-one basis with the participants. Data were analyzed using coding procedures suggested by Strauss and Corbin (1998) from a grounded theory qualitative approach. Results indicated that participants perceived their effective Arabic language teachers as adaptable teachers. These adaptable teachers influence learners' learning outcomes by balancing their high expectations of their students with an awareness of language learning needs. Moreover, participants' perceptions of their best Arabic learning experiences were always associated with adaptable teachers, whose positive interaction style radiated throughout in their teaching. The data indicated that participants were intrinsically motivated in four different ways: (1) intrinsic motivation for the linguistic aspects of Arabic, (2) intrinsic motivation for knowledge, (3) intrinsic motivation for optimal experience, and (4) intrinsic motivation for accomplishment. Moreover, motivation constructs such as expectancy-value, self-efficacy, and flow were related to the students' experiences. According to many students, the more years they spent in learning Arabic, the more they had become obsessed with it. Most participants in this study credited both native and non-native speakers as effective language teachers.. Participants credited their native teachers for their linguistic knowledge and their in-depth understanding of the Arabic culture and described them as resourceful. At the same time, they credited non-native teachers for their pedagogical knowledge, organizational skills, and knowledge of learners' characteristics, and described them as role models. Suggestions for future research and implications for research and practice are discussed.
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Hauseman, Joseph Hayes. "A comparison of effective teaching characteristics of teachers who participated in a mentor-teacher program with teachers who did not." Thesis, 1989. http://hdl.handle.net/1957/38196.

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The purpose of this study was to identify the effective teaching characteristics of teachers who participated in the Mentor-Teacher Program and teachers who did not, and then determine if there were any significant differences between the three groups of teachers: (1) Mentor-Teacher Program interns (G.T.A.'s), (2) outstanding O.S.U. graduates, and (3) beginning Beaverton teachers. A survey instrument was utilized to rate teachers in each group by the degree to which they employed each of twenty-three effective teaching characteristics. The one-way analysis of variance (ANOVA) was used at the .05 level of significance to determine whether to accept or reject the null hypothesis that there was no significant difference between the effective teaching characteristics of the three treatment groups of teachers in this study. Based on the findings of this study, there was one major conclusion: there was no significant difference between the teachers who participated in the Mentor-Teacher Program and those teachers who did not. The following recommendations were made: 1. Because there was no significant differences between the groups, the practice of mentoring may best benefit teachers who were not outstanding. Further studies comparing teachers who have participated in the Mentor-Teacher Program with "typical" beginning teachers from various teacher training institutions and mentoring programs might show significant differences between these groups of beginning teachers. 2. Inservice programs aimed at new teachers and their problems might be more effective if they were offered during the first months of teaching, and continued throughout the school year focusing on the problems and needs of first-year teachers. 3. Due to a relatively significant number of outstanding teachers not teaching by the fourth or fifth year, the problem of teacher attrition should be addressed by those teacher training institutions and school districts affected by the loss of so many talented and experienced teachers.
Graduation date: 1990
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28

Al-Majid, Sadeeka S. Majeed. "Characteristics of effective clinical teachers perceptions of nursing faculty and students in Bahrain /." 1992. http://catalog.hathitrust.org/api/volumes/oclc/28872552.html.

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Thesis (M.S.)--University of Wisconsin-Madison, 1992.
Typescript. eContent provider-neutral record in process. Description based on print version record. Includes bibliographical references (leaves 53-55).
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Deitrick, Kevin R. "Comparing perceptions of effective characteristics of middle school advisors from administrators, teachers, and students." 2004. http://etd1.library.duq.edu/theses/available/etd-09172004-085522/.

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30

Msengana, Enid Ntombizolundi. "The role of the lecturer in cultivating a relationship of trust with the student teacher with special reference to teaching practice in the former Transkei region." Diss., 1996. http://hdl.handle.net/10500/17529.

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This study deals with the problem relating to the prevalence of a lack of trust amongst members of today's society generally, and in particular between college lecturers and student teachers. The aim of the dissertation is to investigate the role of the lecturer in cultivating a relationship of trust with the student teacher, especially during teaching practice. The study reveals that the trust relationship manifests itself in various moments. Some characteristics of an effective supervising lecturer are also reflected upon. The major research consists of an empirical investigation into which characteristics of an effective supervising lecturer contribute most towards cultivating a relationship of trust with student teachers during teaching practice. A survey of colleges of education and schools in the former Transkei region participating in the empirical investigation is also conducted. The findings of the research indicate that the following categories need to be enhanced 'through training : personal, professional and guidance.
Education
M. Ed. (Philosophy of Education)
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31

Du, Plessis Anna Elizabeth. "The implications of the out of field phenomenon for school management." Diss., 2005. http://hdl.handle.net/10500/2197.

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The out of field phenomenon, that is, educators who teach outside their field of expertise, adds complexity to the education environment. This growing phenomenon in South African schools impacts colleagues, learners, parents, governing bodies and school management. Teaching characteristics that ensure success in classrooms are threatened by the out of field phenomenon. It puts extra strain on school management's responsibility to provide quality management and jeopardises effective teaching and quality learning. This problem was investigated by a literature study and an empirical investigation using a qualitative approach. Data was gathered through semi-structured interviews with selected participants who shared their experiences of the phenomenon. Findings indicated that the existence of the out of field phenomenon should be recognised in order to provide substantial educator support and sufficient staff development programmes. It is recommended that new evidence-informed knowledge about the out of field phenomenon can contribute to improve effective decision making and policy developing in this regard.
Education management
M.Ed.
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32

Masarakufa, Simeon. "Tertiary students' evaluation of their lecturers." 2000. http://hdl.handle.net/10500/18143.

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Cormas, Peter C. "The effective research-based characteristics of professional development and how they relate to the National Science Foundation's GK-12 Program." Thesis, 2006. http://hdl.handle.net/2152/3762.

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34

Reagan, Janet. "Attribution and interpretive content analyses of college students' anecdotal online faculty ratings: students' perceptions of effective teaching characteristics." Thesis, 2009. http://hdl.handle.net/1828/1489.

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This dissertation documents a mixed methods doctoral study that accessed a popular online faculty rating system situated in the public domain, to reveal adult students’ perceptions of effective teaching characteristics in three community colleges located in British Columbia, Canada. The study is informed by two phases including a quantitative analysis of attributions and a qualitative interpretive content analysis of 300 randomly selected student anecdotal evaluations of their classroom experiences that were cross-referenced to the empirical research that formally defines effective teaching characteristics. Six attribution themes emerged from the students’ online perceptions: Articulate, Competent, Content-expert, Empowering, Perceptive, and Trustworthy that in their complexity were re-articulated for latent symbolism and problematised through an adult education lens. These findings subsequently led to development of the ACCEPT Model of Student Discernment of Effective Teaching Characteristics. The research findings contribute to a further understanding of students’ ability to discern and report effective teaching characteristics through an online faculty rating system that is informal and less traditional, for the purpose of improving teaching and learning practices in college settings in British Columbia. There are six recommendations provided that will be of interest to administrators, faculty, students, and institutional researchers regarding student evaluation of effective teaching characteristics and adult learning needs.
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