Journal articles: 'Effective teacher characteristics'

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Lupascu, Andreia Ramona, Georgeta Pânisoară, and Ion-Ovidiu Pânisoară. "Characteristics of Effective Teacher." Procedia - Social and Behavioral Sciences 127 (April 2014): 534–38. http://dx.doi.org/10.1016/j.sbspro.2014.03.305.

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Kose, Akif, and Mehmet Uzun. "Prospective Teachers’ Views on Effective Teacher Characteristics and Their Occupational Self-efficacy Perceptions in terms of These Characteristics." Educational Process: International Journal 7, no. 1 (January 15, 2018): 60–73. http://dx.doi.org/10.22521/edupij.2018.71.5.

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Kasimatis, Κaterina, Andreas Moutsios-Rentzos, Anna Stasinoulia, and Theodora Papageorgiou. "Investigating students’ conceptions about the characteristics of the effective teacher." New Trends and Issues Proceedings on Humanities and Social Sciences 7, no. 1 (July 2, 2020): 149–57. http://dx.doi.org/10.18844/prosoc.v7i1.4879.

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In this article, we report a quantitative study that investigated the conceptions of secondary school students with regard to the characteristics of the effective teacher. Our purpose was to obtain a profile of the effective teacher, focusing on three dimensions: (a) the interpersonal relationship between teachers and students, (b) the teacher's justice and impartiality, and (c) the teaching strategies that have a direct influence on enhancing student involvement and learning. The questionnaire was used as a research tool. The analysis of the data revealed that students consider justice, impartiality and the interpersonal relationship between teachers and students as important characteristics of the effective teacher, whereas the teaching strategies have less importance for them. In addition, it revealed statistically significant differences in the profile of the effective teacher with respect to the students’ gender and grade and positive correlations between self-identified attainment, interpersonal relationships and teaching strategies. The students had the opportunity to express their views about the effective teacher and the teachers to improve their teaching practice and to gain a more complete picture of their students' expectations. Keywords: Effective teacher; effective teaching.

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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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Emvula Shikalepo, Elock. "The Three Characteristics of an Effective Teacher." Research Journal of Education, no. 58 (August 20, 2019): 151–60. http://dx.doi.org/10.32861/rje.58.151.160.

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This study endeavoured to establish the characteristics of effective teachers and how these characteristics assisted teachers to improve learner performance. To address this aim, a case study design was employed as a methodology for the study, consisting of five rural schools. A literature study was conducted, alongside semi-structured individual interviews with five school principals and focus group interviews with twenty eight teachers from the same rural schools from where school principals were drawn. The collected data was analysed thematically, by establishing themes and their emerging categories. The established themes and their categories were interpreted and discussed to answer the research questions. The major findings of the study revealed that an effective teacher has a blend of three characteristics, namely, professional characteristics, personality characteristics and social characteristics. The blend of characteristics contribute to the quality of teaching and learning processes. The study recommended that educational practitioners in diversity should be cognisant of the characteristics of effective teachers and nurture them appropriately as these characteristics have a life-transforming effects on the lives of the learners.

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Reghuram, R., and Preetha Caroline. "Students’ Perception of effective Clinical Teacher Characteristics." International Journal of Nursing Care 2, no. 1 (2014): 47. http://dx.doi.org/10.5958/j.2320-8651.2.1.010.

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Brosh, Hezi. "Perceived Characteristics of the Effective Language Teacher." Foreign Language Annals 29, no. 2 (May 1996): 125–36. http://dx.doi.org/10.1111/j.1944-9720.1996.tb02322.x.

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Holmes, Lauren, and Randall Schumacker. "Latent Class Analysis of Teacher Characteristics: Can We Identify Effective Teachers?" Measurement: Interdisciplinary Research and Perspectives 18, no. 2 (April 2, 2020): 75–86. http://dx.doi.org/10.1080/15366367.2019.1657350.

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Yüksel, Mehmet. "Evaluating Chemistry Teachers Within the Context of Teacher Characteristics." Journal of Education and Training Studies 7, no. 11 (August 29, 2019): 72. http://dx.doi.org/10.11114/jets.v7i11.4441.

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There are several characteristics arising from the role that education and training activities impose on teachers. That teachers have different characteristics stems from the fact that the teaching role has a multi-dimensional behavior pattern. Therefore, teacher characteristics are being researched in various fields of science and various subjects. One of these domains is about the characteristics of chemistry teachers. Teacher characteristics are decisive for both effective education and educational improvement. Therefore, it is important to analyze the characteristics of chemistry teachers within a systematic approach. The aim of this study is to try to propose a multi-criteria model for the analysis of characteristics of chemistry teachers and their evaluation in the context of teacher characteristics. With the multi-criteria decision-making model proposed in the study, a 9th grade chemistry teacher was evaluated in detail and holistically. The proposed model allowed the evaluation of teacher characteristics on the basis of cognitive, affective and psychomotor dimensions. In this study, the level of the roles of each of teacher characteristics in evaluating the effectiveness of chemistry education was also determined. Furthermore, the competence level of the chemistry teacher in this study was determined based on each characteristic.

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Gezer, Kutret, and Kadir Bilen. "Pre-Service Science Teachers’ Views About Characteristics of Effective Science Teaching and Effective Science Teacher." Journal of Applied Sciences 7, no. 20 (October 1, 2007): 3031–37. http://dx.doi.org/10.3923/jas.2007.3031.3037.

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Fanshawe, John P. "Personal Characteristics of Effective Teachers of Adolescent Aborigines." Aboriginal Child at School 17, no. 4 (September 1989): 35–48. http://dx.doi.org/10.1017/s0310582200006921.

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In an article based largely on overseas research into teacher effectiveness (e.g., Ryans, 1960; Kleinfeld, 1972) and Australian discussions of the non-Aboriginal teacher’s role in educating Aboriginal students (e.g., Hart, 1974), Fanshawe (1976) argues that the personal characteristics of effective teachers of adolescent Aborigines are likely to include:• being warm and supportive;• making realistic demands of students;• acting in a responsible, businesslike and systematic manner;• and being stimulating, imaginative and original.

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Arrighi, Margarite A., and Judith C. Young. "Teacher Perceptions about Effective and Successful Teaching." Journal of Teaching in Physical Education 6, no. 2 (January 1987): 122–35. http://dx.doi.org/10.1123/jtpe.6.2.122.

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The purpose of this investigation was to examine the perceptions of preservice and inservice teachers about successful and effective teaching. Two samples of preservice and inservice teachers responded to open-ended questions concerning their perceptions of teaching effectiveness and their own success. The first sample included 224 beginning physical education majors, student teachers, and inservice physical educators who identified 2,003 effective teaching components which were categorized into 20 different instructional factors by the research team. The second sample included 379 inservice and preservice teachers who were asked about their perceptions of successful teaching. Responses were then categorized by source of success: students, self, others’ reactions, or administrative. Results indicated differences in preservice and inservice teachers’ perceptions, suggesting a pattern of socialization into the teacher role. Teacher perceptions of effective and successful teaching reflected concern for student responses. Effectiveness categories identified included teaching strategy, management and organization, content, and personal characteristics. Perception of successful teaching indicated greater concern for self among preservice than inservice teachers.

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Duta, Nicoleta, Emilia Tomoaica, and Georgeta Panisoara. "Desirable Characteristics Defining to Describe an Effective Teacher." Procedia - Social and Behavioral Sciences 197 (July 2015): 1223–29. http://dx.doi.org/10.1016/j.sbspro.2015.07.383.

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Sloan, David A., Michael B. Donnelly, and Richard W. Schwartz. "The surgical clerkship: characteristics of the effective teacher." Medical Education 30, no. 1 (January 1996): 18–23. http://dx.doi.org/10.1111/j.1365-2923.1996.tb00712.x.

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Pelaez, Nancy J., and Barbara L. Gonzalez. "SHARING SCIENCE: CHARACTERISTICS OF EFFECTIVE SCIENTIST-TEACHER INTERACTIONS." Advances in Physiology Education 26, no. 3 (September 2002): 158–67. http://dx.doi.org/10.1152/advan.00045.2002a.

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Despite national guidelines to reform K-12 science education, our students are not learning science any better. Conducted under the auspices of the American Association for the Advancement of Science, a symposium examined several programs where professional scientists interact with classroom teachers to improve science education. Symposium participants described their projects and discussed the factors that contribute or detract from each project’s success. The events of this symposium are critically analyzed. Four themes emerged as issues that affect the successful implementation and continuation of science education reform projects: scientific literacy as a primary goal, personal characteristics and commitment of project partners, curricular change built on social and developmental goals, and the incentive/reward structures in universities and school systems. This review of the emergent themes places the opinions of the symposium participants into the larger context of a growing science education research literature to inform others about synergy between professional scientists and classroom teachers. Our aim is to help others learn about the characteristics of effective partnerships to improve science education.

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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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O’Keefe, E. A. (Tim). "Effective Teachers." Aboriginal Child at School 17, no. 2 (May 1989): 23–31. http://dx.doi.org/10.1017/s0310582200006702.

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This article is essentially a review of an article by J.P. Fanshawe which appeared some 12 years ago inThe Aboriginal Child at School[Vol.4 No.3, 1976]. The comments are still valid today and will probably be valid ten years hence.In the article Fanshawe puts forward a particularly sound argument on what personal and professional characteristics are necessary for a teacher to become effective in teaching nontraditionally oriented adolescent Aborigines. I believe that many of the attributes Fanshawe advocates are equally applicable to teachers involved in teaching Aborigines in the Primary school and indeed, to teachers in general.

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Panlican, Andres Siron, Salman Al Saqri, Sage Raguindin, Liza M. Villacorte, and Petelyne Pangket. "Students and teachers’ perception of an effective clinical nurse teacher characteristics: A comparative study." Journal of Nursing Education and Practice 10, no. 11 (July 24, 2020): 48. http://dx.doi.org/10.5430/jnep.v10n11p48.

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Objective: This study aims to determine the level of perception of nursing students and teachers on the effective clinical nurse teacher characteristics and find if there is a significant difference between the level of perception of nursing students and teachers according to their demographic features. Methods: This study employed a descriptive - comparative design. Simple random sampling was undertaken and a questionnaire developed by Brown (1981) was utilized in gathering information from the participating 244 nursing students and 46 teachers as respondents. Frequency, percentage, t-test, F-test in Statistical Package for the Social Sciences (SPSS) version 22 was used in the analysis of data.Results: Most of the participating nursing students in the study are aged 18-22-year-old, female, and unmarried while most teachers were more than 46-year-old, female, and married. Among the three indicators of effective clinical teacher characteristics, the teachers consider professional competence, relationships with the students’ most important, and personal attributes as very important while the nursing students perceived all as very important. A significant difference exists in the level of perception of both groups of respondents on different indicators. However, in certain demographic profile, specifically gender and marital status there seem to be no significant difference but it exists with age.Conclusions: Both nursing students and nurse-teachers perceived that an effective clinical teacher characteristic has a significant influence on the clinical learning course of students. The perception varies significantly with age and this would suggest that as the nurse grows older and gain more experience his/her perceptions matures.

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Asriati. "A STUDY OF EFFECTIVE ENGLISH LANGUAGE TEACHERS AT SENIOR HIGH SCHOOL LEVEL IN MAKASSAR." ELT Worldwide: Journal of English Language Teaching 2, no. 1 (April 30, 2015): 63. http://dx.doi.org/10.26858/eltww.v2i1.1257.

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An effective English language teacher has different characteristics from an ordinary one. This research was conducted to reveal the characteristics of effective English language teachers in Makassar and the backgrounds of effective English language teachers that contribute to develop their abilities in teaching. This research applied a qualitative research method using case study approach. The findings of this research show that the characteristics of effective English language teachers in Makassar are divided into several categories; professional competence, pedagogical competence, social competence, personal qualities, and intra and intercultural awareness. Effective English language teachers emphasized their characteristics mostly on professional and pedagogical competence while the students categorized their teachers based on their personal qualities. In terms of personal background, there are several characteristics that could be concluded, they were inspired by their teachers that make them interested in English and become English teachers, they have positive attitudes toward English since they were students, and the second and the third research subject come from teachers’ family while the first research subject does not come from teachers’ family, but they all admitted that their families have important roles to their career as teachers. Keywords: Effective Teachers, Teacher Characteristics, Teachers’ Personal Background

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Darling-Hammond, Linda, Deborah J. Holtzman, Su Jin Gatlin, and Julian Vasquez Heilig. "Does Teacher Preparation Matter? Evidence about Teacher Certification, Teach for America, and Teacher Effectiveness." education policy analysis archives 13 (October 12, 2005): 42. http://dx.doi.org/10.14507/epaa.v13n42.2005.

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Recent debates about the utility of teacher education have raised questions about whether certified teachers are, in general, more effective than those who have not met the testing and training requirements for certification, and whether some candidates with strong liberal arts backgrounds might be at least as effective as teacher education graduates. This study examines these questions with a large student-level data set from Houston, Texas that links student characteristics and achievement with data about their teachers' certification status, experience, and degree levels from 1995-2002. The data set also allows an examination of whether Teach for America (TFA) candidates-recruits from selective universities who receive a few weeks of training before they begin teaching-are as effective as similarly experienced certified teachers. In a series of regression analyses looking at 4th and 5th grade student achievement gains on six different reading and mathematics tests over a six-year period, we find that certified teachers consistently produce stronger student achievement gains than do uncertified teachers. These findings hold for TFA recruits as well as others. Controlling for teacher experience, degrees, and student characteristics, uncertified TFA recruits are less effective than certified teachers, and perform about as well as other uncertified teachers. TFA recruits who become certified after 2 or 3 years do about as well as other certified teachers in supporting student achievement gains; however, nearly all of them leave within three years. Teachers' effectiveness appears strongly related to the preparation they have received for teaching.

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Rockoff, Jonah E., Brian A. Jacob, Thomas J. Kane, and Douglas O. Staiger. "Can You Recognize an Effective Teacher When You Recruit One?" Education Finance and Policy 6, no. 1 (January 2011): 43–74. http://dx.doi.org/10.1162/edfp_a_00022.

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Research on the relationship between teacher characteristics and teacher effectiveness has been underway for over a century, yet little progress has been made in linking teacher quality with factors observable at the time of hire. To extend this literature, we administered an in-depth survey to new math teachers in New York City and collected information on a number of nontraditional predictors of effectiveness, including teaching-specific content knowledge, cognitive ability, personality traits, feelings of self-efficacy, and scores on a commercially available teacher selection instrument. We find that only a few of these predictors have statistically significant relationships with student and teacher outcomes. However, the individual variables load onto two factors, which measure what one might describe as teachers' cognitive and noncognitive skills. We find that both factors have a moderately large and statistically significant relationship with student and teacher outcomes, particularly with student test scores.

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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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Lessen, Elliott, and Laura E. Frankiewicz. "Personal Attributes and Characteristics of Effective Special Education Teachers: Considerations for Teacher Educators." Teacher Education and Special Education: The Journal of the Teacher Education Division of the Council for Exceptional Children 15, no. 2 (April 1992): 124–32. http://dx.doi.org/10.1177/088840649201500207.

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Sudirman, Suharni, Haryanto Atmowardoyo, and Kisman Salija. "Communication Styles used by Effective EFL Teachers in Classroom Interaction." ELT Worldwide: Journal of English Language Teaching 5, no. 2 (November 22, 2018): 97. http://dx.doi.org/10.26858/eltww.v5i2.7332.

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This research was conducted to find out; (1) the characteristics of the effective teachers based on the students’ perception; (2) to describe the communication styles used by EFL teachers in classroom interaction; (3) to find out when and why the teacher used the aggressive, assertive and passive style. This research applied mixed method research. The instruments of this research were questionnaire, observation, and interview. The sample of this research consisted of 265 students at SMA Ummul Mukminin boarding school Makassar, in academic 2017/2018. The subjects of the research were three experienced English teachers. The research finding based on students’ perception to the EFL English teachers in each class showed that Mrs. Wal got 73.5% categorized as very effective teacher, Ms. WN got 76.9% categorized as very effective teacher, Mr. As got 65.2% categorized as effective teacher. The teacher was very effective described by students who had 20 positive attitudes that have to be done and 24 negative attitudes for ineffective teachers that must be avoided. Furthermore, the research revealed three findings in communication styles used by teachers. The first was aggressive style, the second was assertive style, and the third was passive style. The teachers used those styles based on the context and situation during English classroom process. The most dominant communication style used by the teacher was aggressive.

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Eason, Frances Rogers, and Robin Webb Corbett. "Effective Teacher Characteristics Identified by Adult Learners in Nursing." Journal of Continuing Education in Nursing 22, no. 1 (January 1991): 21–23. http://dx.doi.org/10.3928/0022-0124-19910101-07.

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Lukman, Lukman, Marsigit Marsigit, Edi Istiyono, Badrun Kartowagiran, Heri Retnawati, Hanif Cahyo Adi Kistoro, and Himawan Putranta. "Effective teachers’ personality in strengthening character education." International Journal of Evaluation and Research in Education (IJERE) 10, no. 2 (June 1, 2021): 512. http://dx.doi.org/10.11591/ijere.v10i2.21629.

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Personality is a silent sedentary nature, which affects the attitudes and behavior of every individual. For a teacher, personality will appear as a hidden curriculum, which affects how to teach and educate. This phenomenological research aimed to interpret the characteristics of effective teachers’ personality in strengthening character education. The participants in this study were 17 elementary, secondary, and high school teachers from nine districts in Indonesia. This participant was selected using purposive sampling technique (teachers who have more than 10 years of teaching experience). Data collection was carried out by interview. Qualitative data analysis was performed using the ATLAS.ti software. The data analysis stages in this study were data coding, data classification, and data interpretation. This study found 12 personality characteristics of teachers that are effective in strengthening character education, include able to behave as friends, able to be roles model, able to understand lessons, discipline, respectful of students, treat students impartially in terms of sanctions, patient, relaxed, willing to pursue life-long learning, master the skill of educating character, not known as fierce teachers, and perceived as joyful teachers. The effective teacher personality can provide understanding and improvement of character education in schools.

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TORAMAN, Çetin, and Melek ÇAKMAK. "The Relationship between Effective Teacher Characteristics and Reasons for Choosing Teaching Profession (Development of an Effective Teacher Inventory)." International Journal of Assessment Tools in Education 7, no. 3 (September 15, 2020): 420–35. http://dx.doi.org/10.21449/ijate.707272.

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Jackson, C. Kirabo, and Elias Bruegmann. "Teaching Students and Teaching Each Other: The Importance of Peer Learning for Teachers." American Economic Journal: Applied Economics 1, no. 4 (September 1, 2009): 85–108. http://dx.doi.org/10.1257/app.1.4.85.

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Using longitudinal elementary school teacher and student data, we document that students have larger test score gains when their teachers experience improvements in the observable characteristics of their colleagues. Using within-school and within-teacher variation, we show that a teacher's students have larger achievement gains in math and reading when she has more effective colleagues (based on estimated value-added from an out-of-sample pre-period). Spillovers are strongest for less experienced teachers and persist over time, and historical peer quality explains away about 20 percent of the own-teacher effect, results that suggest peer learning. (JEL I21, J24, J45)

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Mills, Carol J. "Characteristics of Effective Teachers of Gifted Students: Teacher Background and Personality Styles of Students." Gifted Child Quarterly 47, no. 4 (October 2003): 272–81. http://dx.doi.org/10.1177/001698620304700404.

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Khaerati, Khaerati. "The Students’ Perception on the Characteristics of Effective and Ineffective English Language Teachers." ELT Worldwide: Journal of English Language Teaching 3, no. 2 (November 2, 2016): 221. http://dx.doi.org/10.26858/eltww.v3i2.2260.

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Effective and ineffective English teacher will determine the success of teaching and learning process. This research was conducted to find out the students’ perception on the characteristics of effective and ineffective English language teachers. The methodology employed in this research was qualitative method by applying coding of qualitative data. The main instrument of this research was data in the form of essay. The essays were collected from the students. The data analysis was carried out by following the grounded theory procedure and technique comprised three steps: open coding (inductive), axial coding and selective coding. This research found out that there are several characteristics of effective and ineffective English teacher. They are teacher’s personality, teacher’s appearance, teacher’s classroom performance, material mastery and classroom management. Keywords: effective, ieneffective, perception

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Friedlander, Maria Romana. "Characteristics of the effective teacher of nursing: systematic literature review." Journal of Nursing UFPE Online 3, no. 1 (January 1, 2009): 64–69. http://dx.doi.org/10.5205/0301200911.

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Alter, Peter, and Todd Haydon. "Characteristics of Effective Classroom Rules: A Review of the Literature." Teacher Education and Special Education: The Journal of the Teacher Education Division of the Council for Exceptional Children 40, no. 2 (March 24, 2017): 114–27. http://dx.doi.org/10.1177/0888406417700962.

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Difficulty managing classroom behavior is a frequently recognized problem for teachers, especially teachers early in their careers. Classroom rules are identified as an integral part of effective classroom management as they are relatively simple to implement and focus on preventing challenging behaviors before they occur. Sources such as classroom management textbooks and practitioner-oriented journal articles recommend a number of characteristics that make classroom rules effective; unfortunately, these sources have not been uniform in their recommendations. The purpose of this review of effective practices is to compare what information teachers are being given either in their preservice coursework or in-service training via textbooks and practitioner-oriented articles with actual empirical research that used classroom rules as an independent variable. Results indicated that the two most important characteristics of effective classroom rules are teaching the rules to students and tying rules to positive and/or negative consequences. Other characteristics recommended in secondary sources remain equivocal in the research. Implications for effective teacher preparation in classroom management are discussed.

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Hendel, Catherine. "Behavioral Characteristics and Instructional Patterns of Selected Music Teachers." Journal of Research in Music Education 43, no. 3 (October 1995): 182–203. http://dx.doi.org/10.2307/3345635.

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The purpose of this study was to (a) identify factors that contribute to effective music teaching; (b) examine the relationship of teacher-defined traits, which emerge qualitatively, to operationally defined characteristics of effective instruction resulting from quantitative research; and (c) explore the complementary nature of qualitative and quantitative methods. Nine experienced, elementary specialists from three regions of the country were observed, taped, and interviewed; student interviews and instructional documents supplemented the data. Qualitative evaluation and quantitative measures were used for analysis. Although operational definitions were modified for elementary teachers, results revealed instructional patterns that supported previous research in teacher magnitude and sequential patterns of instruction. Analysis of sequential patterns resulted in categorical expansion of complete/incomplete patterns. Qualitative evaluation revealed personal values relative to teaching. Combined analyses disclosed high-intensity behaviors and permitted more specific interpretation. Findings may be useful for teacher training and evaluation among experienced specialists.

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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

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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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Hastowohadi, Hastowohadi. "Reflection of Teacher’s Interpersonal Skill: Describing The Quality of An Effective Teacher." IJET (Indonesian Journal of English Teaching) 6, no. 1 (July 13, 2017): 149–56. http://dx.doi.org/10.15642/ijet2.2017.6.1.149-156.

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There are six characteristics that can not be taught, only modeled, they are Caring, Fairness and Respect, Attitude toward the Teaching Profession, Social Interaction with Students, Promotion of Enthusiasm and Motivation for Learning, Reflective Practice. The aspect of teacher as a person is only one of six aspects that should be modeled and demonstrate to the students. But, this aspect is going to be left by teachers in this era. It will be monotonous teacher as a leader and messenger in holding the whole class of teaching-learning activity. Furthermore, in this research, the writer wants to explore and find out what are actually the problems of this issue. The research was done in SMK Visi Global in Banyuwangi and took 6 teachers as an object of research. The writer used descriptive qualitative and describing the phenomenon of this. Indeed, the result was Fairness and Respect, Attitude toward Teaching Profession, Enthusiasm, and Motivation for Learning, and Reflective Practice got above average but Caring, Social Interaction with Students got below average. This issue described that the teachers in SMK Visi Global were not enlightened by a good teacher as a person and it would be ineffective for the school and students itself. It can be concluded that preparing teacher‟s personality is unavoidable for the professional teacher, in this era or future.

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Soulis, Spiridon‐Georgios. "Effective special teacher characteristics: perceptions of preschool special educators in Greece." European Journal of Special Needs Education 24, no. 1 (February 2009): 91–101. http://dx.doi.org/10.1080/08856250802596808.

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Starov, Mikhail I., and Esedulla M. Osmanov. "Structural and substantive characteristics of the system of spiritual and effective relations of students - future teachers of physical culture." Tambov University Review. Series: Humanities, no. 184 (2020): 85–90. http://dx.doi.org/10.20310/1810-0201-2020-25-184-85-90.

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We consider system and subsystems of spiritual and effective relations of the future teacher of physical culture to the surrounding objective and subjective reality, including relations to yourself. We give a structural and substantive characteristic in the course of education in a secondary or higher educational institution, in which such specialists are trained. In structuring the spiritual and effective relations of students - future teachers of physical culture on subsystems we use philosophical and psychological methodology: systemic and structural, activity, subjective, personal-oriented and relative approaches. We identify in the system of relations, which include the future teacher of physical culture at the educational institution, the following subsystems of spiritual and effective relations: the first subsystem of spiritual and practical relations is the attitude of the subject to various types of student life activity, the second subsystem of the spiritual and effective relations of the future teacher to the mass media, the third subsystem of spiritual and effective relations of the future teacher of physical culture to other people, the fourth subsystem of the student’s spiritual and practical relations to social groups, the fifth subsystem of the subject’s spiritual and effective relations to material reality, the sixth subsystem of relations to subjective reality, the seventh subsystem of spiritual and effective relations of the subject to his Self, to his inner world.

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Ramazani, Milad. "Mismatches in Beliefs between Teachers and Students, and Characteristics of Effective English Teacher: An Iranian Context." Procedia - Social and Behavioral Sciences 98 (May 2014): 1518–27. http://dx.doi.org/10.1016/j.sbspro.2014.03.573.

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Kalinowski, Eva, Anna Gronostaj, and Miriam Vock. "Effective Professional Development for Teachers to Foster Students’ Academic Language Proficiency Across the Curriculum: A Systematic Review." AERA Open 5, no. 1 (January 2019): 233285841982869. http://dx.doi.org/10.1177/2332858419828691.

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This review summarizes features of professional development programs that aim to prepare in-service teachers to improve students’ academic language proficiency when teaching subject areas. The 38 studies reviewed suggest that all of the profiled interventions were effective to some extent. The programs share many characteristics considered important in successful teacher professional development across different subject areas. They also include some features that appear to be specific to teacher training in this particular domain. This review supports the idea that professional development helps change teachers’ thinking and practice and benefits students, if certain features are taken into consideration in its design and implementation.

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Penuel, William R., Barry J. Fishman, Ryoko Yamaguchi, and Lawrence P. Gallagher. "What Makes Professional Development Effective? Strategies That Foster Curriculum Implementation." American Educational Research Journal 44, no. 4 (December 2007): 921–58. http://dx.doi.org/10.3102/0002831207308221.

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This study uses a sample of 454 teachers engaged in an inquiry science program to examine the effects of different characteristics of professional development on teachers’ knowledge and their ability to implement the program. The authors analyzed results from a survey of teachers served by 28 professional development providers within a hierarchical linear modeling framework. Consistent with findings from earlier studies of effective professional development, this study points to the significance of teachers’ perceptions about how coherent their professional development experiences were for teacher learning and program implementation. The authors also found that the incorporation of time for teachers to plan for implementation and provision of technical support were significant for promoting program implementation in the program.

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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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Aslantas, Ismail. "Impact of Contextual Predictors on Value-Added Teacher Effectiveness Estimates." Education Sciences 10, no. 12 (December 18, 2020): 390. http://dx.doi.org/10.3390/educsci10120390.

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It is widely believed that the teacher is one of the most important factors influencing a student’s success at school. In many countries, teachers’ salaries and promotion prospects are determined by their students’ performance. Value-added models (VAMs) are increasingly used to measure teacher effectiveness to reward or penalize teachers. The aim of this paper is to examine the relationship between teacher effectiveness and student academic performance, controlling for other contextual factors, such as student and school characteristics. The data are based on 7543 Grade 8 students matched with 230 teachers from one province in Turkey. To test how much progress in student academic achievement can be attributed to a teacher, a series of regression analyses were run including contextual predictors at the student, school and teacher/classroom level. The results show that approximately half of the differences in students’ math test scores can be explained by their prior attainment alone (47%). Other factors, such as teacher and school characteristics explain very little the variance in students’ test scores once the prior attainment is taken into account. This suggests that teachers add little to students’ later performance. The implication, therefore, is that any intervention to improve students’ achievement should be introduced much earlier in their school life. However, this does not mean that teachers are not important. Teachers are key to schools and student learning, even if they are not differentially effective from each other in the local (or any) school system. Therefore, systems that attempt to differentiate “effective” from “ineffective” teachers may not be fair to some teachers.

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Meksophawannagul, Mantana. "Teacher and Learner Views on Effective English Teaching in the Thai Context: The Case of Engineering Students." English Language Teaching 8, no. 11 (October 11, 2015): 99. http://dx.doi.org/10.5539/elt.v8n11p99.

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This study aimed at investigating the characteristics of effective English teachers and students as perceived by 35 teachers and 613 students, as well as according to the surveys regarding the English-teaching problems in Thailand. The instruments included two questionnaires on the characteristics of effective teachers and students as perceived by teachers and students, based on five categories: rapport, delivery, fairness, knowledge and creditability, organization and preparation. The questionnaire responses were analyzed both quantitatively and qualitatively. The quantitative data revealed that for the teachers the most important attribute was organization and preparation attributes such as teaching preparation and the use of effective teaching methodology. The qualitative data revealed that the rapport items were important, especially that the teacher should be patient, not insult the students, and give clear advice. However, the students gave more weight to such rapport items as, for example, the teacher having a positive attitude toward to the students and being helpful, generous and caring about them. The qualitative data also revealed that well-prepared lessons and providing fun activities were mostly required for effective teachers. English teaching problems involve four aspects: teachers, learners, English learning content, and other factors. Discussion and the recommendations of the study are included.

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Bremner, Nicholas. "What Makes an Effective English Language Teacher? The Life Histories of 13 Mexican University Students." English Language Teaching 13, no. 1 (December 30, 2019): 163. http://dx.doi.org/10.5539/elt.v13n1p163.

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This study examined the educational life histories of 13 students at a Mexican university in order to gather their perspectives of effective language teaching. Most previous studies on students’ perspectives of language teaching have used quantitative and deductive methods, whereas this study employed qualitative and inductive methods. The main methodological approach was the ‘life history’ approach, and the specific methods were two extended interviews and an innovative ‘timeline’ activity. In total, 77 examples of effective (and ineffective) teachers emerged from the 13 students’ life histories. The study revealed three major findings. Firstly, teachers’ language knowledge and proficiency were not mentioned as important characteristics of effective language teaching, although several students did make reference to teachers’ command of language when it was perceived to be missing. Secondly, students generally favoured more ‘modern’ approaches (engaging, active, real-life skills, immersion in the target language), as opposed to more ‘conservative’ approaches (unappealing, passive, overly theoretical, lack of immersion in the target language). Thirdly, students emphasised the importance of a positive student-teacher relationship, and greatly appreciated the teacher being there to provide them with personalised attention. Notably, the students tended not to value autonomous learning, preferring teachers to be close to them to help them with their problems in class. Two main implications for practice were suggested. Firstly, a general consensus has been reached regarding several key characteristics of effective language teaching, strengthening the argument that these characteristics should be listened to, and acted upon, by teachers and educational decision-makers. Secondly, the study makes a strong case for future research to utilise more qualitative, inductive methods when investigating students’ perspectives.

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Park, Sunyoung, Samantha Guz, Anao Zhang, S. Natasha Beretvas, Cynthia Franklin, and Johnny S. Kim. "Characteristics of Effective School-Based, Teacher-Delivered Mental Health Services for Children." Research on Social Work Practice 30, no. 4 (October 10, 2019): 422–32. http://dx.doi.org/10.1177/1049731519879982.

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Purpose: The increasing need for school-based mental health services has altered teachers’ involvement in mental health services. Methods: This study presents a meta-analysis from a previous systematic review to identify which study characteristics result in effective treatment outcomes. Specific treatment characteristics analyzed in this study include type of intervention, treatment modality, length of treatment, and type of measurement. Effect sizes were coded by internalizing and externalizing disorders, depending on the symptoms the corresponding treatments were intended to address. A final sample size included 9 independent effect sizes of internalizing behaviors and 21 effect sizes of externalizing behaviors. Results: Internalizing disorders, social skill interventions, classroom modalities, and medium treatment length were moderating treatment characteristics. No significant effects were found for externalizing disorders. Conclusions: These results further add to the research on teacher’s role in school-based mental health services and provide important information for social workers who work in schools.

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Ooi, Shirley Beng Suat, Clement Woon Teck Tan, and Janneke M. Frambach. "Who is an effective clinical teacher from the perspectives of medical students and residents?" Asia Pacific Scholar 6, no. 1 (January 5, 2021): 40–48. http://dx.doi.org/10.29060/taps.2021-6-1/oa2227.

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Introduction: Almost all published literature on effective clinical teachers were from western countries and only two compared medical students with residents. Hence, this study aims to explore the perceived characteristics of effective clinical teachers among medical students compared to residents graduating from an Asian medical school, and specifically whether there are differences between cognitive and non-cognitive domain skills, to inform faculty development. Methods: This qualitative study was conducted at the National University Health System (NUHS), Singapore involving six final year medical students at the National University of Singapore, and six residents from the NUHS Residency programme. Analysis of the semi-structured one-on-one interviews was done using a 3-step approach based on principles of Grounded Theory. Results: There are differences in the perceptions of effective clinical teachers between medical students and residents. Medical students valued a more didactic spoon-feeding type of teacher in their earlier clinical years. However final year medical students and residents valued feedback and role-modelling at clinical practice. The top two characteristics of approachability and passion for teaching are in the non-cognitive domains. These seem foundational and lead to the acquisition of effective teaching skills such as the ability to simplify complex concepts and creating a conducive learning environment. Being exam-oriented is a new characteristic not identified before in “Western-dominated” publications. Conclusion: The results of this study will help to inform educators of the differences in a learner’s needs at different stages of their clinical development and to potentially adapt their teaching styles.

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Feldhusen, John, and Jan Hansen. "Teachers of the Gifted: Preparation and Supervision." Gifted Education International 5, no. 2 (January 1988): 84–89. http://dx.doi.org/10.1177/026142948800500206.

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Paralleling the growing societal awareness of the educational needs of gifted youth, there is a related concern regarding the teachers of the gifted and talented. Who should teach gifted students? What traits and competencies should the teacher possess? How should the teacher be selected? This article reviews the research on characteristics of the effective teacher of the gifted, expected competencies, and the appropriate administrative strategies necessary for selecting teachers of the gifted. Illustrations of the research applied to practice within the framework of Purdue University's Super Saturday Program are then presented.

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Grissom, Jason A., and Susanna Loeb. "Assessing Principals’ Assessments: Subjective Evaluations of Teacher Effectiveness in Low- and High-Stakes Environments." Education Finance and Policy 12, no. 3 (July 2017): 369–95. http://dx.doi.org/10.1162/edfp_a_00210.

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Teacher effectiveness varies substantially, yet principals’ evaluations of teachers often fail to differentiate performance among teachers. We offer new evidence on principals’ subjective evaluations of their teachers’ effectiveness using two sources of data from a large, urban district: principals’ high-stakes personnel evaluations of teachers, and their low-stakes assessments of a subsample of those teachers provided to the researchers. We find that principals’ evaluations of teachers are quite positive whether the stakes are high or low, but the low-stakes evaluations show substantially more use of lower rating categories, and many teachers rated ineffective on the low-stakes assessment receive “effective” or “highly effective” high-stakes ratings. Teacher characteristics, such as experience, partially explain the discrepancy between the two scores. Also, despite the fact that principals overwhelmingly assign teachers to the two highest rating categories on the high-stakes evaluation, their high- and low-stakes ratings show similar correlations with teacher value-added measures.

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Yoon, So Yoon, Heidi Diefes-Dux, and Johannes Strobel. "First-Year Effects Of An Engineering Professional Development Program On Elementary Teachers." American Journal of Engineering Education (AJEE) 4, no. 1 (May 24, 2013): 67–84. http://dx.doi.org/10.19030/ajee.v4i1.7859.

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The ultimate objective of teacher professional development (TPD) is to deliver a positive impact on students’ engagement and performance in class through teacher practice via improving their content and pedagogical content knowledge and changing their attitudes toward the subject being taught. However, compared to other content areas, such as mathematics and science, relatively few engineering TPD programs have been developed, and there has been a lack of research on the effective practice of TPD for K-12 engineering education. As a part of a five-year longitudinal project, this study reports the first-year effect of TPD offered by the Institute for P-12 Engineering Research and Learning (INSPIRE) at Purdue University on elementary teachers integrating engineering. Thirty-two teachers of second through fourth grade from seven schools attended a one-week intensive Summer Academy and integrated engineering lessons throughout the year. Based on a pre- and post-test research design, multiple measures were utilized to examine changes in teachers’ knowledge and perceptions of engineering and their variations in knowledge and perceptions by school and teacher characteristics. Overall, teachers were satisfied with the engineering TPD program, significantly increased their engineering design process knowledge, and became more familiar with engineering. While teachers’ knowledge about engineering did not vary by school and teacher characteristics, some aspects of teachers’ perceptions regarding engineering integration and their practice differed by school and teacher characteristics.

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Journal articles on the topic 'Effective teacher characteristics'

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