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Journal articles on the topic 'Teachers effectiveness'
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Sehgal, Prachee, Ranjeet Nambudiri, and Sushanta Kumar Mishra. "Teacher effectiveness through self-efficacy, collaboration and principal leadership." International Journal of Educational Management 31, no. 4 (May 8, 2017): 505–17. http://dx.doi.org/10.1108/ijem-05-2016-0090.
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Purpose Teacher effectiveness has been a matter of concern not only for the parents and students but also for the policy makers, researchers, and educationists. Drawing from the “self-efficacy” theory (Bandura, 1977), the purpose of this paper is to explore the relationship between teacher self-efficacy and teacher effectiveness. In addition, it explores the role of collaboration among teachers and principal leadership in explaining the above relationship. Design/methodology/approach Data were collected from 575 secondary school teachers and 6,020 students representing grade 6-12th from 25 privately owned schools in India. Teacher self-efficacy, collaboration and principal leadership were reported by the teachers whereas effectiveness of each teacher was captured from around ten students each who were taught by the corresponding teacher. Data were analyzed using SEM-PLS. Findings Results confirmed a positive association between teacher self-efficacy and the three dimensions of teacher effectiveness, namely, teacher’s delivery of course information, teacher’s role in facilitating teacher-student interactions, and teacher’s role in regulating students’ learning. Results also confirmed that both collaboration and principal leadership are positively related to teacher self-efficacy. Originality/value The results of the study indicate that schools need to focus on enhancing self-efficacy of their teachers and give importance to teacher collaboration and principal leadership in order to improve their effectiveness in terms of delivery of instruction, teacher-student interactions, and regulating student learning.
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Ghanbari, Abolfazl, and Fatemeh Zare. "The Effectiveness of Mentoring in ELT Context." Studies in Educational Management 6 (August 2020): 32–48. http://dx.doi.org/10.32038/sem.2020.06.03.
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In their beginning stages of learning, the teachers require more practical ideas on how to choose and behave effectively to be a successful teacher. Accordingly, the purpose of this study was to investigate the effectiveness of mentoring as a tool for aiding teachers’ development and teacher’s portfolio assessment of the teaching skills of Iranian ELT teachers. Classroom observation via a checklist and an interview was used to examine the effectiveness of mentoring in the Iranian ELT context. The findings indicated the effectiveness of mentoring in teachers' teaching skills and some of its shortcomings.
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Widiansyah, Subhan, Muhammad Agus Hardiansyah, and Mohammad Naim. "TEACHER LEADERSHIP IN INCREASING THE EFFECTIVENESS OF SOCIOLOGY LEARNING." Jurnal Pendidikan Sosiologi dan Humaniora 13, no. 2 (October 1, 2022): 787. http://dx.doi.org/10.26418/j-psh.v13i2.58390.
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This study aims to determine the leadership spirit of sociology teachers who are members of the Sociology Subject Teacher Consultation (MGMP) in Banten Province. Previous research has shown that students' motivation and learning achievement are highly dependent on the leadership spirit of teachers and teachers have a major role in shaping students' personalities. This shows that the teacher's leadership spirit affects students' learning motivation, and this leadership spirit has an important role for students to learn, work on, and complete school assignments. This research uses descriptive qualitative research methods which are carried out to members of the Sociology MGMP of Banten Province. This research will be a reference for sociology teachers in order to grow the leadership spirit of sociology teachers. This study uses descriptive qualitative research by interviewing sociology teachers and conducting Focus Group Discussions (FGD) to formulate effective leadership training for these teachers. Researchers facilitate and analyze the needs of sociology teachers in realizing effective sociology learning. Based on the results of the FGD and interviews, it was concluded that an effective teacher is a teacher who is able to adapt his leadership style to the situation and condition of the students. Teachers cannot only apply certain leadership patterns without paying attention to the needs of their students, effective teachers are adaptive teachers and can see situations and conditions when to be authoritarian and when to be democratic.
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Kurgat, Joyce J., Kosgei K. Zachariah, and Tirop Anastacia. "Quest for Teacher Effectiveness Parameters." International Journal for Innovation Education and Research 4, no. 12 (December 31, 2016): 197–205. http://dx.doi.org/10.31686/ijier.vol4.iss12.75.
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Teacher effectiveness is the capacity of teachers to perform their duties optimally and achieve desired educational goals and standards. The purpose of this study was to establish the factors influencing teacher effectiveness and quality education in public and private secondary schools in the north rift region. To establish factors that influence the effectiveness of teachers, the study employed descriptive research design, which entailed the collection of data using questionnaires observations and interviews. The target populations for the study were teachers and head teachers in selected public and private secondary schools. Stratified sampling method was used in the selection of permanent and temporary teachers, whereas purposive sampling method was used in the selection of head teachers. The study sampled 22 temporary teachers from the private schools and 100 teachers from public schools, where 13 were temporary teachers and 87 were permanent teachers. Data were analyzed using both descriptive and inferential statistics. The findings showed that a myriad of parameters gravitate around the teacher effectiveness concept and the earlier these parameters are isolated and teased out the better for the education fraternity. The study therefore recommends that parameters such administration, teachers, students, and classroom be leveraged to improve teacher effectiveness in both public and private secondary schools.
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Yook, Cheongmin. "College ESL Teachers’ Views on Teacher Effectiveness." Korean Journal of Applied Linguistics 28, no. 1 (March 31, 2012): 321. http://dx.doi.org/10.17154/kjal.2012.03.28.1.321.
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Suhailis, Suhailis, Isjoni Isjoni, and Elfis Suanto. "PENGARUH PENGETAHUAN KOMPUTER DAN SIKAP INOVATIF GURU TERHADAP EFEKTIFITAS KERJA GURU SMPN KECAMATAN LANGGAM KABUPATEN PELALAWAN." Tunjuk Ajar: Jurnal Penelitian Ilmu Pendidikan 5, no. 2 (August 18, 2022): 230. http://dx.doi.org/10.31258/jta.v5i2.230-248.
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This study aims to (1) determine the effect of computer knowledge on the effectiveness of teachers' work, (2) innovative attitudes affect the effectiveness of teachers' work, (3) computer knowledge and innovative attitudes jointly affect the effectiveness of teachers' work. Research respondents were teachers of SMPN Langgam Subdistrict, Pelalawan Regency, totaling 100 people with a sample of 89. The data was collected through the distribution of questionnaires. The data analysis used is descriptive analysis and inferential statistical analysis. The instrument reliability coefficient was calculated using the Cronbach alpha formula. The results showed that there was a positive and significant effect of computer knowledge on teacher work effectiveness of 0.558, and there was a positive and significant influence of innovative attitudes on teacher work effectiveness of 0.525. Meanwhile, together there is the effect of computer knowledge and work motivation on the effectiveness of the teacher's work of 0.677.
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Sadeghi, Karim, Jack C. Richards, and Farah Ghaderi. "Perceived versus Measured Teaching Effectiveness: Does Teacher Proficiency Matter?" RELC Journal 51, no. 2 (May 23, 2019): 280–93. http://dx.doi.org/10.1177/0033688219845933.
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The impact of the non-native speaker’s (NNS) language proficiency on their personal teaching performance has often been an issue in TESOL teacher education programmes. To explore this issue a study was conducted to investigate the link between language teachers’ language proficiency and their teaching effectiveness. Classes taught by eight NNS teachers teaching the same or similar content were observed. Teaching effectiveness and teacher language proficiency were measured both through self-ratings and by independent raters. Teachers were compared in terms of such criteria as the quantity and quality of input provided, the amount and accuracy of metalanguage used, the extent and quality of feedback offered as well as classroom management skills. The results suggest that while language proficiency contributes to teaching effectiveness, other aspects of teaching are unrelated to a teacher’s command of their second language (L2).
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Dhungana, G. P., R. M. Piryani, M. L. Chapagain, and M. Neupane. "Effectiveness of teacher training conducted at Chitwan Medical College, Bharatpur, Nepal." Journal of Chitwan Medical College 5, no. 2 (August 14, 2015): 1–5. http://dx.doi.org/10.3126/jcmc.v5i2.13147.
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Teaching and learning are equally important for the teacher. For teaching to be effective, whereby participants learn better, training of teachers is imperative. Teacher’s training is one of the important aspects of faculty development at Chitwan Medical College (CMC) and this study was done to assess the effectiveness of the teachers’ training pre test, post test experimental group design. In pre test, only 5.6% of the participants had adequate knowledge whereas after teacher’s training, 27.7 % had adequate knowledge. The mean (±SD) knowledge score before and after the intervention was 26.7±5.6 and 33.6 ± 5.6 respectively. The percent change in knowledge after intervention was 25.8 was statistically significant p value <0.001 .Which suggesting that the teachers’ training was an effective intervention.
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Javadi, Yaghoob, and Solmaz Azizzadeh Asl. "Neuro-linguistic Programming, Teacher’s Identity, and Teachers’ Effectiveness." Journal of Language Teaching and Research 11, no. 3 (May 1, 2020): 389. http://dx.doi.org/10.17507/jltr.1103.07.
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Education especially “teaching” is considered as a valuable profession through which future generations are generated and educated. In order to have a successful educational system, the main components of the system must work together. It is believed that teachers are active decision-makers of any educational system who can bring on success to the education, accounting for about 30 percent of the variance on pupils’ achievement. Based on different studies, developing rapport, critical thinking, self-efficacy, establishing clear goals, effective interpersonal communication, and a supportive classroom climate are some of the main determinant factors the teachers’ effectiveness. Among various variables which are related to teachers, identity is one of the important elements that affect teachers' performance. Neuro-linguistic programming, on the other hand, is considered as an approach which is claimed to help achieve excellence in performance and identity. It is also considered as a supplementary technique in teaching profession which helps the teachers to develop outstanding skills. In this article, the researcher defines the concept of teacher’s identity as a key element effective in the teaching profession. Then some factors that have significant impact on teachers’ effectiveness are taken into account. Also, the definition of neuro-linguistics programming, some of its characteristics, and its implications for developing teacher’s identity and teacher’s effectiveness are discussed.
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Omar, Che Mohd Zulkifli Che. "Need for In-Service Training for Teachers and It’s Effectiveness In School." International Journal for Innovation Education and Research 2, no. 11 (November 30, 2014): 1–9. http://dx.doi.org/10.31686/ijier.vol2.iss11.261.
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This essay discusses the need for in-service training for teachers and the effectiveness of in-service training in school. In-service training act as a catalyst for a teacher’s effectiveness. It is also a way of updating teachers’ skills and knowledge for improving teaching and learning which lead to better job performance. In-service training is important for teachers to face new challenges and changes in the education world. In-service training is also a fundamental aspect to improve teacher professionalism. The effectiveness of in-service training is important so that teachers can apply the knowledge acquired in teaching and learning. Few factors that contribute towards the effectiveness of in-service training are the role of administrator, attitudes of teachers, training needs and strategies in conducting in-service training.
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Fields, Barry A. "Research on Teacher Effectiveness: Implications for Remedial Teachers." Exceptional Child 34, no. 2 (July 1987): 117–32. http://dx.doi.org/10.1080/0156655870340205.
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Burry, Judith A., and Dale G. Shaw. "Teachers and administrators differ in assessing teacher effectiveness." Journal of Personnel Evaluation in Education 2, no. 1 (December 1988): 33–41. http://dx.doi.org/10.1007/bf00124964.
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Prasetya, Sukma Perdana, Nuansa Bayu Segara, and Ali Imron. "Effectiveness Of Outdoor Learning Optimization Program In Learning Social Studies." JPI (Jurnal Pendidikan Indonesia) 9, no. 2 (June 20, 2020): 314. http://dx.doi.org/10.23887/jpi-undiksha.v9i2.19160.
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Outdoor learning is potential to expose social and natural phenomena related to social studies. However, the social studies teachers seldom to practice outdoor learning on certain occasions. This article has two aims. First, interpreting social studies teacher perspective about the simulation of an outdoor learning laboratory. Second, explain the teacher's obstacle if they are practicing outdoor learning in the school. Step of the research consist of 1) in service-learning 1; 2) on the job learning; 3) in service-learning 2. The participants of this study involved 20 secondary high school active teachers of social studies in Surabaya. The data collecting technique used in this study is a questioner to measuring teacher's perspectives about the outdoor learning simulation in Surabaya, Sidoarjo, Mojokerto, Jombang,Tuban. Then, interview guidelines were used to perceive the data about teacher's obstacles to practice outdoor learning programs. The data analysis technique for examined teachers' perspectives is the percentage and discriminant statistics. The result of this study confirms that learning outdoor program offers a positive outcome. That is, 1) integrity while the social studies learning, extending social studies content, and helpful for difficult content; 2, Motivation improvement, attention and provide the student concrete experience; 3) Social studies learning to be fun, effective, and contextual. However, Social studies teachers assume laboratory outdoor activity is not efficient and hard to do, because they need a big fee, lengthy time, and require teachers' field experience for dominating social studies content
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Virgana, Virgana, and Soeparlan Kasyadi. "Teachers’ performance effectiveness: Analysis of leadership style, work environment and trust." Cypriot Journal of Educational Sciences 17, no. 10 (October 31, 2022): 3712–28. http://dx.doi.org/10.18844/cjes.v17i10.7047.
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Teacher performance is a fundamental element in the learning process, this study aims to analyse the influence of exogenous on endogenous variables, with work confidence being an intermediate variable. This study used path analysis as a research design; the total research participants are 360 high school teachers; data validation was carried out using Rasch analysis software model with Winteps version 4.4.7 to obtain standardised research instruments. Data validation was carried out with Smart-Partial Least Square version 3, stating that all data at R > 0.70 are valid and have high reliability. The results of the analysis show a positive influence of leadership style and work environment on trust, leadership style, work environment and confidence in the performance of teachers. In addition, there is also an indirect influence of leadership style on the teacher's performance by faith and the work environment on the teacher's performance by trust. In addition, data analysis generates trust as an intervention variable that effectively affects teacher performance. The results of the research require a follow-up of how the working environment can be improved to improve the quality of education at the macro level. Keywords: Leadership style, teachers’ performance, trust, work environment.
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Wulandari, Indri, and Eka Suhardi. "PENINGKATAN EFEKTIVITAS PEMBELAJARAN DENGAN PENGUATAN IKLIM SEKOLAH, DAN PENGETAHUAN GURU TENTANG KURIKULUM 2013." JURNAL MANAJEMEN PENDIDIKAN 8, no. 1 (April 14, 2020): 07–12. http://dx.doi.org/10.33751/jmp.v8i1.1940.
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IMPROVING LEARNING EFFECTIVENESS WITH STRENGTHENING SCHOOL ACADEMIC ATMOSPHERE, AND TEACHER KNOWLEDGE ABOUT 2013 CURRICULUMThis study aimed to determine how the learning effectiveness can be improved by examining the relationship between, 1) a school climate by learning effectiveness, 2) knowledge of the teachers about the curriculum 2013 with the effectiveness of learning, 3) the climate of the school and the teacher's knowledge of curriculum 2013 together with the effectiveness of learning. This study used a survey method with the correlational approach undertaken in servant teachers at SMAN Sukabumi. The population in this study amounted to 254 with a sample of 155 people. The collection of data for each variable studied was using questionnaires and tests. The statistical analysis was using regression correlation and partial correlation. The result produced three conclusions: firstly, there was a positive relationship between school climate by learning effectiveness. Secondly, there was a positive relationship between teachers' knowledge of curriculum 2013 with the effectiveness of learning. Thirdly, there was a positive relationship between school climate and teacher's knowledge of the curriculum 2013 together with the effectiveness of learning.
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Newton, Xiaoxia A., Linda Darling-Hammond, Edward Haertel, and Ewart Thomas. "Value-Added Modeling of Teacher Effectiveness: An Exploration of Stability across Models and Contexts." education policy analysis archives 18 (September 30, 2010): 23. http://dx.doi.org/10.14507/epaa.v18n23.2010.
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Recent policy interest in tying student learning to teacher evaluation has led to growing use of value-added methods for assessing student learning gains linked to individual teachers. VAM analyses rely on complex assumptions about the roles of schools, multiple teachers, student aptitudes and efforts, homes and families in producing measured student learning gains. This article reports on analyses that examine the stability of high school teacher effectiveness rankings across differing conditions. We find that judgments of teacher effectiveness for a given teacher can vary substantially across statistical models, classes taught, and years. Furthermore, student characteristics can impact teacher rankings, sometimes dramatically, even when such characteristics have been previously controlled statistically in the value-added model. A teacher who teaches less advantaged students in a given course or year typically receives lower effectiveness ratings than the same teacher teaching more advantaged students in a different course or year. Models that fail to take student demographics into account further disadvantage teachers serving large numbers of low-income, limited English proficient, or lower-tracked students. We examine a number of potential reasons for these findings, and we conclude that caution should be exercised in using student achievement gains and value-added methods to assess teachers’ effectiveness, especially when the stakes are high.
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MAHMOOD, AZHAR CH, Irshad Hussain, and Irshad Hussain. "Relationship between teacher empowerment and principal effectiveness at secondary schools level." International Journal of Learning and Teaching 9, no. 4 (November 8, 2017): 418–24. http://dx.doi.org/10.18844/ijlt.v9i4.2105.
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The continual cycle of education reform movements suggests that there is a need for principals to evaluate and re-define their leadership roles on a continuous basis. The expanded expectations and responsibilities placed on schools have seemingly created a need for school leadership to be shared or distributed among teachers and principals. The purpose of this study was to find out the relationship between teacher empowerment and principal effectiveness in secondary schools of Islamabad. It was correlational study included the collection of quantitative data to obtain greater understanding and detail about the relationships between teacher empowerment and principal effectiveness as perceived by teachers. The population of the study was 458 Secondary School male teachers working in 45 secondary schools. The 229 Secondary School Teachers were taken as a sample by a random sampling technique which is 50% of the population. Two standardized instruments i.e. School Participant Empowerment Scale and Audit of Principal Effectiveness were used for collection of data on the study of two variables. Pearson r) Mean and Standard Deviation were used for data analysis. The findings of this study were showed significant relationships between Teacher Empowerment and Principal Effectiveness. It is concluded that the teacher’s empowerment in schools enhanced the effectiveness of the principals.
Keywords: Teacher Empowerment, professional growth, principal effectiveness, organizational development.
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Mulyani, Heni, Danny Meirawan, and Annisa Rahmadani. "INCREASING SCHOOL EFFECTIVENESS THROUGH PRINCIPALS’ LEADERSHIP AND TEACHERS’ TEACHING PERFORMANCE, IS IT POSSIBLE?" Jurnal Cakrawala Pendidikan 39, no. 2 (June 13, 2020): 279–92. http://dx.doi.org/10.21831/cp.v39i2.28864.
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Efforts to achieve educational goals can’t be separated from the performance of schools in realizing these goals, to achieve this involves many parties and factors that influence it. This study aims to describe the impact of principal’s leadership and teacher’s teaching performance in an effort to increase school effectiveness. This research uses a quantitative approach with a survey method. Population are 466 schools, samples of 210 schools were taken by proportionated stratified random sampling technique, and a total of 2,730 respondents consisted of principals, teachers, students, and school committees. The instrument used was a questionnaire, data processing techniques using the Structural Equation Model. The results indicate that principals’ leadership and teachers’ teaching performance positively and significantly influence school effectiveness, which means that school effectiveness directly determined by the presence of effective principal’s leadership and high teacher teaching performance. The principal's leadership as a driver variable is proven to be able to trigger the teaching performance of teachers to increase school effectiveness. The high effectiveness of this school is inseparable from the effective teacher’s teaching performance. Teachers' teaching performance must be continuously improved to improve school effectiveness. This teaching performance can be improved through the principal's leadership role.
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Vrazhnova, Marina Nikolaevna, Mark Socratovich Anastasov, and Galina Yurievna Nikiporets-Takigawa. "Impact of professional self-improvement on the effectiveness of teachers in distance education." Revista Tempos e Espaços em Educação 14, no. 33 (July 30, 2021): e16159. http://dx.doi.org/10.20952/revtee.v14i33.16159.
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Distance education requires the teacher to conduct systematic classes with the student, methodologically competent use the developed content for distance learning, means of communication, and educational resources of the Internet, as well as implement technical support for the educational process. The purpose of the study is to develop educational and methodological support for the process of professional self-improvement of teachers in higher education institutions when working remotely. The study analyzes the role of a teacher in the distance learning system, identifies the types of teacher’s activities, as well as the requirements and conditions for their successful work. Working online expands and renews the teacher’s role, makes them a mentor-consultant who coordinates the cognitive process, constantly improving their course and increasing creativity and qualifications in accordance with innovations. Based on empirical research using the survey method, the dynamics of teachers’ readiness to work online before and after passing the interdisciplinary course “Distance Education Technologies in the Educational Process of the University” were determined. Positive results in the formation of teachers’ readiness to work online after completing the course were obtained. The study concluded that the readiness of teachers to work remotely can be increased if the appropriate educational and methodological support is developed and implemented in higher education institutions, which will lead to an increase in the effectiveness of teachers’ work.
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Nikolina, Vera, Anna Loshchilova, Sergey Aksenov, Irina Lebedeva, and Nadezhda Bazarnova. "Development of the methods for the class teacher effectiveness assessment." LAPLAGE EM REVISTA 7, no. 3A (September 14, 2021): 644–64. http://dx.doi.org/10.24115/s2446-6220202173a1473p.644-664.
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The problem of developing a methodology for assessing the effectiveness of the class teacher’s educational activity and the possibility of its implementation in the context of an educational establishment has been getting more vital. The developed methodology for assessing the class teacher performance efficiency was tested on the basis of four educational establishments in Nizhny Novgorod, which are the clinical internship bases to train future teachers and class teachers at Minin University (Nizhny Novgorod), who were experts carrying out the examination of the methodology for assessing the performance efficiency according to the proposed indicators. The developed methodology for assessing the class teacher performance efficiency can be used in the practice of educational organizations to develop a system for assessing the encouragement of the class teacher performance, supervising his professional growth, developing individual trajectories of professional improvement, analytical conclusions, and expertise.
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Mujiono, Mujiono. "PENGARUH BUDAYA SEKOLAH, INTEGRITAS GURU DAN KEPUASAN KERJA GURU TERHADAP EFEKTIVITAS KERJA GURU SMKN KABUPATEN KUBU RAYA." At-Turats 11, no. 2 (January 25, 2018): 146. http://dx.doi.org/10.24260/at-turats.v11i2.891.
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The research objective to observe the influence of school culture, integrity teachers and teacher job satisfaction on
the effectiveness of teachers' work. The study was conducted in the Education Kubu Raya district area Kalimantan
West, methods of field research through surveys, using questionnaires through path analysis approach. Affordable
population is around the Kubu Raya teachers of SMKN using random sampling techniques. The results obtained
are positive effect School culture on the effectiveness of teacher work, the integrity of the teacher toward teacher
effectiveness, teacher job satisfaction toward effectiveness of teacher work, school culture toward job satisfaction
of teachers, the integrity of the teacher toward teacher job satisfaction, and a positive effect the school culture
toward integrity of teachers. In the end the results of this research are expected to be useful for education and to
increase the effectiveness of teachers SMKN (vocational schools) in Kubu Raya Kalimantan West
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Saka, Adewale Owodunni, and Peter Aboyami Onanuga. "Teacher Effectiveness of Some Selected Secondary Schools’ Science, Technology, Engineering And Mathematics Subjects: Implication for Sustainable Development Using Science Education." Journal of Education in Black Sea Region 5, no. 1 (December 25, 2019): 3–14. http://dx.doi.org/10.31578/jebs.v5i1.183.
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This study examined the teacher effectiveness of the selected STEM subjects’ teachers of physics, chemistry and biology at thesenior secondary school level in Ijebu North local area of Ogun state, Nigeria. All the fifty teachers delivering the selected STEMsubjects were observed using and adapted Teachers’ Effectiveness Observation Guide (r=0.7). The data collected were analysedusing descriptive and inferential statistics. The results revealed that teacher effectiveness of the selected STEM subjects’ teacherswas relevant. The results also indicated that teacher effectiveness of chemistry teachers was the best among the three categoriesof teachers. Furthermore, the findings revealed no significant gender difference in teacher effectiveness of the selected STEMsubjects’ teachers. The study discussed the implications of the findings for sustainable development using science education. Itrecommended among other things that periodic training should be organized for teachers in all areas of teaching dimensions,particularly in the use of activity-based instructional materials for science teaching.
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Abdel Rahman Ibrahim, Mohammed Hassan. "Classroom Management The Effectiveness of Teacher’s Roles." Education and Linguistics Research 2, no. 1 (March 23, 2016): 69. http://dx.doi.org/10.5296/elr.v2i1.9053.
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<p>The current study aimed at investigating and exploring the effective roles of English teacher on the development of classroom management as well as the enhancement of learners achievement in Taibah University, Ula Branch. Teacher’s roles take account of teacher’s classroom language, teacher’s responsibilities, and the criticism and the evaluation of teacher’s performance. This research claims that the teacher who makes great activation of his roles in classroom, tends to be the top and the most first factor that improves classroom management and enriches learners knowledge. Quantitative method has been chosen because it provides statistical data from English teachers using questionnaire. Factual information was collected and arranged in graphs. The results were analyzed and compared with previous studies. The<strong> </strong>participants’ responses provided supportive evidence and were fully consistent<strong> </strong>with this<strong> </strong>study.</p>
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Kumari, Manjeet. "A Comparative Study of Teacher Effectiveness of Secondary School Teachers of Sonepat District." Management Insight - The Journal of Incisive Analysers 16, no. 01 (June 25, 2020): 41–44. http://dx.doi.org/10.21844/mijia.16.1.8.
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The teaching profession is a highly sophisticated profession that regularly reaches out past academics. Besides ensuring that students experience scholastic success, teachers must also work as surrogate parents, guides and counselors, and even almost-politicians. There is almost no limit to the jobs a teacher may play. The purpose of the present study was to study the teacher effectiveness of secondary school teachers of Sonepat district. For this study, a sample of 120 secondary school teachers was selected. The teacher effectiveness scale developed by Puri and Gakhar (2010) was used to measure teachers’ teaching effectiveness. The study’s findings revealed no significant difference between the teacher effectiveness of male and female secondary teachers of Sonepat district. It also revealed that gender does not affect teaching efficiency or effectiveness.
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Garba, S. D. "LEADERSHIP AS A DIMENSION OF TEACHER EFFECTIVENESS." Sokoto Educational Review 1, no. 1 (March 3, 1986): 12. http://dx.doi.org/10.35386/ser.v1i1.6.
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In the past the teacher has been the focus of attention by critics of teacher performance. Those who view the school from outside hardly think that other factors within the school and outside the teachers control could influence teacher effectiveness.The classroom is usually regarded as the exclusive domain of the teacher. Students’ coverage of contents involvement in classroom activities and students’ success at school work are viewed from the standpoint of the teacher. In this paper, the author examines the role of the school leadership in creating the proper working and learning conditions for teachers and students without which teachers efforts would amount to nothing. The author argues that in the new education system being adopted, focus should sfiift from the classroom teacher to the quality of leadership the school enjoys. Good school leadership can support, enhance and create such essential teacher characteristics as appropriate lesson plans, classroom management, instructional methods that facilitate the achievement of school objectives, high teacher expectation of students, teacher sensitivity to students’ emotional and motivational needs and evaluation.
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Garmabi, Hanieh, and Gholamreza Zareian. "EFL Teachers' Attitudes towards the Effectiveness of Metacognitive Strategies Used by High School Students." International Journal of Learning and Development 6, no. 1 (February 29, 2016): 61. http://dx.doi.org/10.5296/ijld.v6i1.9124.
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In any educational program, the most influential factor affecting the students’ level of improvement is the teacher (Rama, 2011). Indeed, the teacher is assigned such an importance that his/her attitude is important for improving educational process and more influential than a teacher‘s knowledge (Xu, 2012). Hence, this study intends to examine the teachers' attitude towards the effectiveness of metacognitive strategies used by high school students. To achieve the study goals, 100 teachers who taught English at different high schools of three Cities of Iran were asked to complete 34 item thesis questionnaire which investigated the teachers' attitude toward the effectiveness of metacognitive strategy use while reading a text. The results of statistical analysis indicated that while male and female teachers have the same attitude about reading and post-reading metacognitive strategies, they have significantly different attitudes about pre-reading metacognitive strategies. The results offer implications and suggestions for the pedagogical considerations within the school and even at university contexts.
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Malik, Dr Umender. "TEACHING EFFECTIVENESS OF UNIVERSITY TEACHER`S IN RELATION TO THEIR SENSE OF HUMOUR." Psychology and Education Journal 57, no. 9 (March 1, 2021): 6592–99. http://dx.doi.org/10.17762/pae.v57i9.3485.
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The purpose of this study was to study the relationship between Teaching effectiveness and Sense of Humourof university teachers of Haryana state. The study was conducted on a sample of 200 University teachers from various universities situatedin Haryana state. Teacher effectiveness scale constructed by the investigator and Teacher`s Sense of humour scale by Malik and Kapoor were used to asses Teaching effectiveness and Sense of humour of university teachers. Causal comparative method of research and Random sampling technique was used in the study. The result indicated that teachers with high sense of humour were found to be more effective teachers than with average sense of humour and low sense of humour. The study further reveals that female teacher`s with high sense of humour had more teaching effectiveness as compared to female teachers with average sense of humour and low sense of humour whereas Male teachers with average sense of humour were found to be more effective teachers than male teachers with high sense of humour and low sense of humour. It also has been observed that there was positive correlation between Teaching effectiveness and Sense of Humour of University teacher`s. This was also supported by Sarita(2015) in her study on teaching effectiveness of secondary school teachers in relation to their Sense of Humour. Malik (2017) in his study “A study of Teaching effectiveness of secondary school teachers in relation to their sense of humour and socio-economic status” found a positive correlation of 0.199 between Teaching effectiveness and Sense of Humour.
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Ross, Dorene Doerre, and Diane Wells Kyle. "Helping Preservice Teachers Learn to Use Teacher Effectiveness Research." Journal of Teacher Education 38, no. 2 (March 1987): 40–44. http://dx.doi.org/10.1177/002248718703800209.
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Kyriakides, Leonidas, Demetris Demetriou, and Charalambos Charalambous. "Generating criteria for evaluating teachers through teacher effectiveness research." Educational Research 48, no. 1 (March 2006): 1–20. http://dx.doi.org/10.1080/00131880500498297.
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Naik, Sanjay Kumar, and Dr Purnachanra Behera. "Social intelligence and teacher effectiveness of secondary school teachers." International Journal of Applied Research 9, no. 1 (January 1, 2023): 389–92. http://dx.doi.org/10.22271/allresearch.2023.v9.i1f.10539.
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Gultiano-Ansayam, Michelle Pamela. "National Competency-Based Teacher Standards and Teaching Effectiveness." International Journal of Innovative Science and Research Technology 5, no. 7 (August 10, 2020): 1154–60. http://dx.doi.org/10.38124/ijisrt20jul824.
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The study was conducted to assess the competency and teaching effectiveness of teachers. It aimed at determining the level of teachers’ competency based on the National Competency-Based Teacher Standards in terms of social regard for learning, learning environment, diversity of learners, curriculum, planning, assessing and reporting, community linkages, and personal growth and professional development. It ascertained the level of teaching effectiveness according to commitment, knowledge of the subject, teaching for independent learning, and management of learning. It correlated teaching effectiveness and competency. Also, it identified the variable that singly or in combination best predicts the teaching effectiveness. Employing descriptive-correlational research design, it was delimited to the ninety (90) teacher-participants in Impasugong I District, twenty-nine (29) teacherparticipants in Impasugong II District and sixty-nine (69) teacher-participants in Sumilao District teaching across Grades 1 to VI. Mean, percentage, the Pearson r analysis, and stepwise regression analysis were applied. Among the seven domains of NCBTS, community linkages got the highest aggregate value of 3.88 described which described teachers as proficient. In all domains, the teachers were also found proficient. Results revealed that 0.5% of teachers were fairly effective, 19.15% were satisfactory, 68.09% were very satisfactory, and 12.23% were outstanding. Teaching effectiveness revealed a significant correlation with all the domains of NCBTS. Teachers’ competency in the curriculum was the sole significant predictor of teachers’ teaching effectiveness.
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Ramdhani, Neila. "Counseling Teacher Quality Improvement: Upaya Meningkatkan Kualitas Hubungan Siswa dan Guru." Gadjah Mada Journal of Professional Psychology (GamaJPP) 5, no. 1 (May 5, 2019): 36. http://dx.doi.org/10.22146/gamajpp.48586.
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This article encompasses two studies about the influence of Counseling Teacher Quality Improvement (CTQI) Program in improving the competence of guidance and counseling teacher. The first study evaluated the effectiveness of CTQI in changing students and headmaster’s perceptions toward the way guidance and counseling teacher facilitates students in managing their problems. The second study aimed to examine the increase of guidance and counseling teacher’s counseling self-efficacy after participating in the three months counseling assistance program. Participants were 59 guidance and counseling teachers, 59 student groups, and 59 headmasters. Guidance and counseling teacher’s self-perception scale was given to teachers, perception toward teacher scale was given to headmasters and students. Counseling self-efficacy scale was only given to teachers. Data analysis showed that the perception of teachers, headmasters, and students increased after teachers parttook in CTQI. Improvement also occured in counseling self-efficacy after counseling assistance program. However, headmasters’ perception toward guidance and counseling teachers’ counseling self-efficacy remained unchanged.
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Kuzairi, Kuzairi. "Teacher Certification: A Way to Lead Teacher for Professional Development and Lifelong Learning." Lentera: Jurnal Pendidikan 14, no. 2 (November 1, 2019): 64–73. http://dx.doi.org/10.33654/jpl.v14i2.848.
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Indonesian Government launched teacher certification program in order to increase the quality of teachers. This policy is expected to foster teacher’s competences and prosperity. In terms of competency, this program enhances teachers to develop their professionalism especially in teaching and other academic activities. Test and training are provided to take this program. Several requirements such as the minimum qualification, teacher’s portfolio are also given as the elements or components of the teacher certification program administration. Dealing with the prosperity, teachers who passed this program are also given financial support. Some studies on the effectiveness of teacher certification program were conducted. The results showed that this program does not guarantee teachers to have quality improvement. However, it does not mean this program is not successful at all or it does not have any advantage or contribution for teachers. Therefore, this paper aims to discuss on how far teacher certification program lead teachers to develop their professionalism and bring them into lifelong learning activities or situation.
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Odit, Emmanuel, Bismarck Okumu, Wilfred Lajul, George Opio, and Denis Omara. "School Internal Factors and Teacher Effectiveness in Secondary Schools in Lira District, Uganda." Asian Journal of Education and Social Studies 40, no. 1 (February 24, 2023): 44–51. http://dx.doi.org/10.9734/ajess/2023/v40i1865.
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Background: Teacher effectiveness is referred to as a teacher's ability to produce higher-than-expected gains in students' standardized test scores. Teachers are expected to become effective and display high job performance in terms of learners' academic achievement and growth. The quality of Education and learners' academic achievement in Lira district remains low which is an indicator of teacher ineffectiveness. It is upon this background that this study aimed to explore the effects of school internal factors on teacher effectiveness in secondary schools in Lira District, Uganda.
Methodology: A mixed research method was used in which 263 individuals were sampled using a correlational research design. A purposive sampling technique was used to identify head teachers, District Education Officer (DEO) and District Inspector of schools (DIS) while simple random sampling was used to identify teachers, members of the school Board of Governors (BOG) and Parent Teachers’ Associations (PTA). Both interviews and questionnaires were used for data collection. The relationship between the variables was determined using Pearson's product-moment correlation coefficient (r) and qualitative data were analyzed using thematic analysis by identifying themes as they appear.
Results: The result showed a strong positive correlation between school internal factors and teacher effectiveness in secondary schools in Lira district (r= 0.751, P<0.05), implying that the school internal factors which are the predictor variables significantly account for the teacher effectiveness although they account for only 56% (R2 = 0.564, p<0.05). The qualitative interviews held with the head teachers, DEO, DIS and focused group discussions held with BOG and PTA also revealed that school internal factors influence teacher effectiveness.
Conclusion: The study revealed that there is a significant strong positive relationship between school internal factors and teacher effectiveness in secondary schools in Lira district. This implies that increasing or decreasing school internal factors in secondary schools results in a considerable increase or decrease in teacher effectiveness. Further studies should be done on other factors that might influence teacher effectiveness other than school internal factors alone and similar studies should be conducted in primary (elementary) schools and higher institutions of learning.
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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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Othman, Hasyamuddin, Samihah Sarpan, Norathirah Nabila Abd Mutalib, Reyanhealme Rohanai, Elia Md Zain, and Wan Azrul Shafuan Wan Hassan. "The Effectiveness of Vocational Teacher Training Program in Enhancing Communication Skills Among Prospective Vocational Teachers." Journal of Engineering Education Transformations 35, S1 (January 1, 2022): 218–23. http://dx.doi.org/10.16920/jeet/2022/v35is2/22131.
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Abstract: Malaysia moves forward to increase the number of high skilled laborers in 2025. This expectation, however, reflects the readiness of education institutions in offering good students preparation before getting into the real workplace environment. Teacher is one of the crucial models in an education system that may impart with the dynamic changes in student skills acquisition and thus the development of generic skills among future teachers are seems necessary, especially communication skills itself. As in Malaysia, the efforts in the development of teachers' skills in communication have been fully established and implemented in the curriculum of the Vocational Teacher’s Training Program. This study was done to distinguish the perceptions of students in mastering the Interpersonal Communication Skills among Technical and Vocational Education and Training (PLTV) students after attending the Vocational Teacher Training Program. The sample consists of 200 respondents with a total of 158 prospective teachers of undergraduate students from the Faculty of Technical and Vocational Education, Universiti Tun Hussein Onn Malaysia (UTHM) as well as 42 people of prospective teachers of undergraduates from the Faculty of Technical and Vocational, UPSI. The methodology that has been used is descriptive and inferential statistics through a questionnaire with a five-point scale and Cronbach Alpha coefficient of 0.954. The analysis showed no significant difference between students who participated in the program and not participate program. This is, however, the overall mean value among students attending the program is slightly higher than students not attending the program indicating that this program is statistically able to improvise students’ skills in the future. Therefore, the empowerment in the implementation of the Vocational Teacher’s Training Program seems crucial so that it could continuously strengthen the communication skills among prospective teachers. Keywords: interpersonal communication skills, program bina insan guru vokasional (bigv), prospective vocational teacher program, teacher training program
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Das, Lokanath, and Sanjukta Bhuyan. "TEACHER EFFECTIVENESS AND EMOTIONAL INTELLIGENCE OF GOVERNMENT SECONDARY SCHOOL TEACHERS." SCHOLARLY RESEARCH JOURNAL FOR HUMANITY SCIENCE AND ENGLISH LANGUAGE 9, no. 46 (August 1, 2021): 11413–21. http://dx.doi.org/10.21922/srjhsel.v9i46.6652.
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The revitalization and strengthening of the education system depends on teachers. They play crucial role for the developments of educational standards in the country. This demands teachers to be more effective in the classroom and be optimistic with high Emotional intelligence to influence the students. In the present study, the investigator analyzed the level of Teacher Effectiveness, and Emotional Intelligence of government secondary school teachers, and to find out the relationship among both the variables. The data were collected from 60 Secondary School Teachers of Balasore district using Teacher Effectiveness Scale by Pramod Kumar and D.N. Mutha (1974),Modified version of Emotional Intelligence Scale by Krishnappa V.K. (2008) and self made personal data sheet. The collected data were analyzed by using Mean, SD, t- test and Pearson’s Product Moment Correlation and the findings revealed that (i) Government Secondary School Teachers of different academic stream do not differ both in Teacher Effectiveness and Emotional Intelligence. (ii) There is no significance of difference between Male and Female government Secondary School Teachers both in Teacher Effectiveness and Emotional Intelligence. (iii) There is no relationship between Teacher Effectiveness and Emotional Intelligence.
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Muhammad Akram, Farrukh Munir, and Ahmad Bilal. "Effect of Teacher Performance Evaluation on School Effectiveness." sjesr 4, no. 1 (March 17, 2021): 431–39. http://dx.doi.org/10.36902/sjesr-vol4-iss1-2021(431-439).
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This study was conducted to measure the effect of teacher performance evaluation on school effectiveness in public high schools in Pakistan. Teacher evaluation is a formal and systematic process of evaluating teacher performance that plays an important role in enhancing school effectiveness. School effectiveness is a process that ensures that a particular school has effectively maintained a safe and orderly environment, implemented an instructional framework and curriculum that focuses on enhancing student learning, where the school monitoring system is highly responding, and where a competency-based system is in practice that ensures increased student achievement. A correlational research design was used to conduct this study. Using multistage sampling techniques, data were collected from 580 secondary school teachers in district Okara. Self-Assessment Instrument for Teacher Evaluation (α=.88) and School Effectiveness Questionnaire ((α=.86) were used for data collection. The Pearson correlation coefficient showed that teacher evaluation scores and school effectiveness were significantly correlated with each other (r=.69). As teacher performance evaluation scores increased, the score on school effectiveness also increased. Multiple linear regression analysis revealed that teacher performance evaluation score significantly predicted 46% of variance in school effectiveness. Further, female teachers were better on teacher performance evaluation score and school effectiveness. Teachers in urban schools showed higher scores on teacher performance evaluation scores and school effectiveness as compared to rural school teachers.
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Goldhaber, Dan, and Roddy Theobald. "Managing the Teacher Workforce in Austere Times: The Determinants and Implications of Teacher Layoffs." Education Finance and Policy 8, no. 4 (October 2013): 494–527. http://dx.doi.org/10.1162/edfp_a_00111.
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Over 2,000 teachers in the state of Washington received reduction-in-force (RIF) notices across the 2008–09 and 2009–10 school years. We link data on these RIF notices to an administrative data set that includes student, teacher, school, and district variables to determine the factors that predict the likelihood of a teacher receiving a RIF notice. Not surprisingly, we find that a teacher's seniority is the strongest predictor, but we also find (all else equal) that teachers with master's degrees and those credentialed in the high-need areas of math, science, and special education were less likely to receive a RIF notice. Value-added measures of teacher effectiveness, which can be calculated for a subset of the teachers, were not correlated with the probability of receiving a RIF notice. Finally, simulations suggest that a very different group of teachers would be targeted for layoffs under an effectiveness-based layoff scenario than under the seniority-driven system that exists today.
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Apebende, Elizabeth U., and Samsom Cyprian Ushie. "Teachers’ perception of their head teachers’ role effectiveness." Global Journal of Educational Research 17, no. 1 (May 10, 2018): 47. http://dx.doi.org/10.4314/gjedr.v17i1.7.
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Asnarosi, Elly. "COACHING EFFECTIVENESS ON KINDERGARTEN TEACHERS’ COMPETENCY IN LEARNING THROUGH ZOOM MEETING." Primary: Jurnal Pendidikan Guru Sekolah Dasar 10, no. 5 (October 28, 2021): 1262. http://dx.doi.org/10.33578/jpfkip.v10i5.8548.
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The main objective of this research was to improve teachers' ability in learning by implementing guidance by supervisors using zoom meetings. During the current covid-19 pandemic, many learning processes were still disrupted so that the learning process became less effective. As a result, the ability of teachers and students decreased. Therefore, there was a need for guidance by supervisors through zoom meetings because it was still not possible for face-to-face meetings. The form of this research is school action research which aims to improve and develop teachers' ability in the learning process. This research was conducted in a kindergarten in Dumai, and the research subject was the teacher. The results showed an increase that occurred after the coaching action for the teachers. It was evident from the percentage of coaching results with an 85% increase which was a quite large increase compared to the previous data. Then, for the results of observing teacher activities in the first cycle, data were found to be 55% with a fairly good category, then in the second cycle, 80% data was found in the very good category. Looking at the data, it can be seen that the teacher's abilities and teaching skills have been improved after learning reflection was carried out in the form of coaching actions by supervisors.
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Husnaeni, Ade, Siskha Putri, Aradelia Pikkan Wahyudi , and Abdul Latif. "Efektivitas Strategi Guru Mengatasi Masalah Attention Getting Behavior Siswa Menggunakan Perubahan Perilaku Di SDIT Bina Mulia." Journal of Education and Culture 3, no. 1 (January 22, 2023): 27–32. http://dx.doi.org/10.58707/jec.v3i1.375.
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This research basically aims to be able to find out about the effectiveness of the teacher's strategy to overcome the problem of attention getting behavior of students using behavior change. This research used a type of qualitative research. Data collection is done by interviews, observation, and documentation. The results of this research also show that in the teacher's strategy to overcome the problem of attention getting behavior, namely: 1) the effectiveness of the teacher in implementing geeting behavior to students. 2) Changes in student behavior. It can be concluded based on research results, education can be carried out properly, teachers can carry out learning innovations that involve all parties between teachers and schools, teachers and students, and teachers and parents. The involvement of various parties in the educational process will result in diversity, collectivity, variation and selection in the interactions between actors involved in the educational process.
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Azhari, M. "HUBUNGAN ANTARA EFEKTIVITAS KEPEMIMPINAN KEPALA SEKOLAH DAN IKLIM ORGANISASI DENGAN PRODUKTIVITAS KERJA GURU SEKOLAH DASAR NEGERI DI KECAMATAN TENGGARONG." PENDAS MAHAKAM: Jurnal Pendidikan Dasar 4, no. 1 (January 13, 2020): 55–67. http://dx.doi.org/10.24903/pm.v4i1.397.
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The research purposes are to find out the relationship between effectiveness principals leadership with teachers work productivity, the relationship between organisational climate with teachers work productivity, the relationship between effectiveness principals leadership and organisational climate simultaneously with teacher’s work productivity. The population of this research were teachers of elementary school in Tenggarong District, with the total of 750 teachers and 88 of them were taken as sample by using random sampling. Quantitative research method is the kind of descriptive research with correlative study. The result of descriptive analysis showed that there has constribution teachers work productivity was in middle category, is equal to 60%, the majority of effectiveness principals leadership in middle category that is equal to 56%, and the organisational climate is in the middle category. So majority that is equal to 62%. Thus a good descriptive performance, motivation and discipline of teachers working at the medium category. The results found that (a) there was a positive and significant relationship between effectiveness principals leadership (X1) with teacher’s work productivity (Y) at a weak level, amounting to 0.356 with a 0.114 coefficient of determination, and the regression equation Ŷ = 37.438 +0.56 X1. (b) there was a positive and significant relationship of organizational climate (X2) teacher’s work productivity (Y) at the current level of closeness, amounting to 0.491 with a coefficient of determination value of 0.2411, and the regression equation Y = 9.082 + 1199X2 (c) there was a positive and highly significant correlation between the variables of work motivation of teachers (X1) and the variable of work discipline teachers (X2) together with special-ed teacher performance variables Samarinda (Y) at the level of closeness that is, that is equal to 0.646 with value coefficient of determination of 0.418 and regression equation y = 11 460 + 0.152X1 + 1.317X2.
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Shumaila Shahzad and Nasir Mehmood. "Development of Teaching Effectiveness Scale for University Teachers." Journal of Research in Social Sciences 7, no. 2 (January 18, 2021): 1–14. http://dx.doi.org/10.52015/jrss.7i2.74.
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Effectiveness can be assessed in terms of achievability of objectives. Teaching process at higher education level aims at students' cognitive, psychomotor and effective development so that university graduates could become effective members of society after completion of their studies. Purpose of education can never be achieved without teachers. It can safely be said that effectiveness of education system largely depends on effectiveness of its teachers. Accountability or teacher evaluation helps ensure teaching effectiveness. Therefore, this study aimed at construction of such a scale which could be used to assess university teachers' teaching effectiveness. For preparing Teaching Effectiveness Scale (TES), primarily, 65 statements were prepared as an item pool after literature review related to capabilities of efficient and effective teacher. Items were extracted from literature review (i.e., contemporary scales for teacher evaluation), informal interviews with ten university teachers and focus group discussions with three intact groups of graduates were held. Later on, 16 Subject Matter Experts (SMEs) judged the content validity. Content Validity Index (CVI) and Content Validity Ratio (CVR) were calculated to retain 43 content valid items. Finally, these 43 items were administered to 698 university students. Confirmatory Factor Analysis (CFA) was performed on LISREL 8.8. to ensure construct validity. Finally, there remained 32 items whose factor loadings were more than 0.40. Reliability Coefficient Value (RCV) was high (r= 0.87). In this way, TES comprised four sub scales i.e. (a) Classroom Management (CM), (b) content and pedagogical skills, (c) Facilitative Classroom Environment (FCE) and (d) Student Teacher Relationship (STR). The scale possesses high psychometric properties and is available for use.
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Bugwak, Elven. "A Path Analysis of Teacher Effectiveness as Estimated by Leadership Behavior, Communicative Competence and Self-Efficacy of Teachers in San Isidro, Davao Oriental." Journal of Humanities and Social Sciences Studies 4, no. 1 (February 27, 2022): 131–42. http://dx.doi.org/10.32996/jhsss.2022.4.1.13.
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This study determined the level of self-efficacy, communicative competence, leadership empowering behavior of administrators and teacher effectiveness of teachers in San Isidro North Davao Oriental Division. A descriptive correlational design was used in this study. A total of 75 teachers participated in this study. The respondents were selected through total enumeration since there were only a few teachers in the district. The survey questionnaire was utilized to gather data from the respondents. Mean was utilized to determine the level of self-efficacy, leadership empowering behavior, communicative competence and teacher effectiveness of teachers. Pearson product-moment correlation was used to investigate the relationship between variables. Multiple regression analysis was used to analyze the influence of self-efficacy, communicative competence and leadership empowering behavior on teacher effectiveness. Furthermore, the best fit model of teacher effectiveness was also investigated. Results revealed that levels of self-efficacy, leadership empowering behavior, communicative competence and teacher effectiveness are high. Moreover, self-efficacy, leadership empowering behavior and communicative competence were found to have a significant positive relationship with teacher effectiveness. Furthermore, both communicative competence and leadership empowering behavior significantly influence teacher effectiveness. Hence, the best fit model illustrates that 28 percent of the variance of teacher effectiveness is explained by the combined influence of communicative competence and leadership behavior.
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Tracz, Susan. "Effectiveness of Teacher Education Programs." Educational Renaissance 1, no. 2 (February 19, 2013): 63–82. http://dx.doi.org/10.33499/edren.v1i2.50.
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This study aggregated supervisor’s ratings of teachers trained at The Renaissance Group (TRG) and the Teacher Education Council of State Colleges and Universities (TECSCU) institutions. Fourteen studies conducted by 12 universities or states were gathered, and 12 that met inclusion criteria were included in this analysis. The total number of survey items in all studies (N = 374) was coded into 13 variables. Frequencies of the percentages of ratings falling into below average, average, and above average for those variables were tabled. Supervisors consistently gave teachers very high ratings.
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Prunyak, Volodymyr. "MASTERING SKILLS OF ORAL SCIENTIFIC AND EDUCATIONAL SPEECH AS A PREREQUISITE FOR THE FORMATION OF A PROFESSIONAL AND CREATIVE PERSONALITY OF A TEACHER." Problems of Modern Teacher Training, no. 2(26) (September 22, 2022): 43–50. http://dx.doi.org/10.31499/2307-4914.2(26).2022.267602.
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The article raises the problem of the formation of the professional and creative personality of a modern teacher due to the formation of skills of using oral scientific and educational speech as the main functional tool of his professional activity. Emphasis is placed on the fact that the language training of future teachers at philological and non-philological faculties is focused mainly on their acquisition of normative and literary correctness of speech. At the same time, the functional aspect of the use of language in professional communication of a teacher, depending on his specialty, is left out of consideration. Future teachers are not oriented to take into account in their speech linguistic and stylistic features of oral scientific and educational speech, due to the systemic nature of the scientific style in accordance with the form of implementation of a particular functional variety. To ensure the effectiveness of communication, accurate and adequate perception of educational information by the audience, each teacher must take into account the extralinguistic basis of scientific and educational speech, its stylistic features, which, complementing each other, serve to enhance the cognitive activity of educational entities. The level of this knowledge and skills determines the effectiveness of the teacher’s professional duties, the effectiveness of his professional and creative growth. The level of this knowledge and skills determines the effectiveness of the teacher’s professional duties, the effectiveness of his professional and creative growth. Therefore, in the process of language training of future teachers, it is necessary to provide a special course that would provide them with theoretical knowledge and practical skills of the basics of scientific and educational communication to increase the efficiency and effectiveness of their professional activities.
Keywords: professional communication; communicative competence; style; sub-style; genre; scientific and educational speech; creative personality; teacher.
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Sukardi, Shukiman. "The Influence Of Supervising Lecturer's Professional Practice On The Efficiency Of Trainee Teachers During Teaching Training." Ta'dib 11, no. 2 (March 15, 2022): 43–51. http://dx.doi.org/10.54604/tdb.v11i2.41.
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This study aims to examine the Influence of Professional Practice of Supervising Lecturers on the Effectiveness of Trainee Teachers during Teaching Training. The main focus of this study is to identify the four elements of guidance in the Professional Practice of Supervising Lecturers, namely Planning, Implementation, Reflective Practice and Attitude & Personality as well as its influence on the effectiveness of teachers throughout teaching practice. The objective of this study is to identify the level of Professional Practice of Supervising Lecturers and the Level of Teacher Effectiveness. In addition to identify the differences, relationships and influence of the professional practices of supervising lecturers on the effectiveness of trainee teachers during teaching practice. The respondents of the study are PDPP Trainee Teachers of Islamic Education Taken in June 2018, a total of 95 people. The design of this study is a descriptive type of survey that uses a questionnaire instrument. The questionnaires used were the Supervising Lecturer Professional Practice Form (α = 0.87) and Teacher’s Sense of Efficacy Scale - TSES (α = 0.86). The data obtained from the questionnaire were analyzed according to mean, standard deviation, t-test, correlation and regression using SPSS (Statistical Package For Social Science (SPSS 23.0). that the Professional Practice of Supervising Lecturers (mean = 4.85) and Teacher effectiveness (mean = 4.67) are very high, while there is no significant difference in the Professional Practice of Supervising Lecturers on gender (t value (95) = 0.36, p> 0.05). relationship, there is a strong positive relationship between Supervising Lecturer Guidance with Trainee Teacher Effectiveness (r = 0.78, p = 0.00) .Furthermore, the Professional Practice of Supervising Lecturer is a predictor of Teacher Effectiveness significantly, [F (1, 93) = 88.61, p <0.05] contributed a 48.8% variance (R2 = 0.488) in the teacher effectiveness score.Further suggestions were also recommended including expanding the study variables and using larger data, increasing tkan study population, study design should be detailed such as using Longitidunal and cross sectional study design. In addition, descriptive and inferential statistical analysis needs to be diversified to obtain a more accurate analysis of study results.
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Tyas, E. Handayani. "TEACHERS' PROFESSIONALISM EFFECTIVENESS AT VHS IN EAST BEKASI." International Journal of Research -GRANTHAALAYAH 7, no. 11 (June 12, 2020): 215–21. http://dx.doi.org/10.29121/granthaalayah.v7.i11.2020.359.
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This study is focused on the teachers' professionalism effectiveness, it was done to find out how the teachers' professionalism effectiveness at Vocational High School in East Bekasi. This study was conducted at East Bekasi in some private schools. The method of the study was qualitative with a descriptive design. The subjects of the research were the school headmasters, vice school headmasters, teachers, and Teacher Organization (TO). The instruments of this study are observation sheet and interview guidance. The data of the study were analyzed descriptively through the process of data reduction, data display, and concluding. The result of the study shows that the teachers' ability improvement programs were done based on the teachers' need every year, the teachers' ability improvement program was done in and out of the school, there are some obstacles which are faced by schools in improving the teachers' professionalism. So, it is concluded that the teachers' professionalism program needs improving, and it should be goal-oriented. Besides, the obstacles which are faced by the school should be well overcome.
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Johnson, Christopher, Alice-Ann Darrow, and Becky J. A. Eason. "Novice and Skilled Music Teachers’ Nonverbal Behaviors and Their Relationship to Perceived Effectiveness and Rapport." Bulletin of the Council for Research in Music Education, no. 178 (October 1, 2008): 73–83. http://dx.doi.org/10.2307/40319340.
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Abstract The purpose of the present study was to determine if a relationship exists between skilled and novice music teachers’ nonverbal behaviors and their perceived effectiveness and rapport. Participants (N = 108) viewed videotapes of four different choral teachers. Two teachers were proficient and experienced, and two were novice. Participants viewed these teachers in the following counterbalanced settings: (a) an accomplished teacher conducting a fine choral ensemble, (b) a novice teacher conducting a poor choral ensemble, (c) an accomplished teacher conducting a poor choral ensemble, and (d) a novice teacher conducting a fine choral ensemble. In order to determine the effectiveness of the teachers’ nonverbal behaviors, participants observed the teachers under one of four conditions: audio/video, audio-alone, video-alone, and transcript-only of the teaching episodes. Participants wrote observational comments and gave each teacher a numeric rating for rapport and effectiveness. Results of data analysis indicated that the evaluations of rapport and effectiveness were highly related (r = .85). Except for teacher #1 in the transcript-only condition, expert teachers were rated higher than novice teachers. The positive/negative comment ratio was generally reflective of the evaluative score. Both quantitative and qualitative analyses indicate that teachers’ ratings and comments were influenced by the evaluators’ ability to observe the teachers’ nonverbal behaviors under the various conditions, and that the greatest percentage of expert teachers’ comments were related to nonverbal behaviors. In all but the transcript-only condition for one teacher, effective teaching (as determined by previous research using the same stimuli) was evaluated as such.