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Artykuły w czasopismach na temat „Teacher effectiveness”

Autor: Grafiati

Data publikacji: 4 czerwca 2021

Data aktualizacji: 25 lipca 2025

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1

Ahmad Ganai, Ashaq. "Teacher Effectiveness and Factors Promoting Teacher Effectiveness." International Journal of Science and Research (IJSR) 12, no. 8 (2023): 1389–92. http://dx.doi.org/10.21275/sr23812122127.

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Dr., A. C. Lal Kumar. "TEACHER EFFECTIVENESS OF HIGHER SECONDARY TEACHERS." International Journal of Computational Research and Development 1, no. 1 (2016): 66–69. https://doi.org/10.5281/zenodo.159965.

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Education is a nation building task and the process of education is largely lies in the hands of teacher. In the formal education system, infrastructure, finance and community support was provided by Government and stakeholders of education. But the process of molding the future citizens of India depends upon the quality of teacher. Effective teaching is a par excellence attribute of quality education. An effective teacher may be understood as one who helps in the development of basic skills, understanding, proper work habits, desirable attitude and value judgment. Teacher effectiveness concer

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Paul, Ujjwal, and Abhijit Guha. "Attitude towards constructivist approach and teacher effectiveness: Perspective of secondary school teacher." Sikshachintan: A Journal of Education 8 (July 1, 2014): 143–53. https://doi.org/10.5281/zenodo.7781241.

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Constructivism as a set of beliefs provides a model of cognition that leads directly to a method of teaching that, in turn, credits the student with the power to become an active learner. Teachers' attitude towards constructivist approach in teaching has an effective value to increase teacher effectiveness among school teachers. The present study was conducted to inquire the present attitude of school teachers of W.B. in advocating constructivist approach in their teaching strategy and its impact on teacher effectiveness. CASST and PGTES were administered on 216 randomly selected school te

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Ornstein, Allan C. "Teacher Effectiveness." Education and Urban Society 18, no. 2 (1986): 139–41. http://dx.doi.org/10.1177/0013124586018002001.

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Shuls, James V., and Julie R. Trivitt. "Teacher Effectiveness." Educational Policy 29, no. 4 (2013): 645–75. http://dx.doi.org/10.1177/0895904813510777.

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Lalngaihzuali and Dr.Santosh Kumari. "Study of Teacher Effectiveness In Relation To Emotional Intelligence Among Secondary School Teachers." International Journal of Advance and Applied Research 11, no. 6 (2024): 312–15. https://doi.org/10.5281/zenodo.13739349.

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The purpose of this research paper is to obtain access to the teacher effectiveness and emotional intelligence of secondary school teachers in relation to their gender and  type of school. Teacher Effectiveness Scale developed by Umme Kulsum (2011)  and Emotional Intelligence inventory scale developed by S.k Mangal and Shubhra Mangal (2012) was used for collecting the data. The study was conducted through descriptive survey methods and using simple random sampling techniques 200 school teachers were selected in Amritsar district. To analyze the results, statistical techniques such as

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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 (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 pu

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Barrow, Robin. "Teacher Judgement and Teacher Effectiveness." Journal of Educational Thought / Revue de la Pensée Educative 18, no. 2 (2018): 76–83. http://dx.doi.org/10.55016/ojs/jet.v18i2.44016.

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Sanders' recent argument that differences in teacher behavior do not have any significant effect on levels of student achievement is flawed. His criticisms of research into teacher effectiveness are cogent but apply no less to the research into social factors that he cites to support his view. It is argued that what is really being revealed is the inevitable inadequacy of empirical research for contributing to knowledge of cause and effect in the classroom. Consequently, teacher education should concentrate more on developing conceptual finesse to enable teachers to judge for themselves what t

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Mukhtar, Hidayat, and Meichaty Alef. "EFFECTIVENESS OF TEACHER CERTIFICATION IN IMPROVING SERVICE PROFESSIONAL SERVICE IN MADRASAH ALIYAH STATE OF JAMBI PROVINCE." International Journal of Research - Granthaalayah 7, no. 12 (2020): 292–314. https://doi.org/10.5281/zenodo.3604565.

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The purpose of this study was to find out the factors that resulted in the inability of the effectiveness of teacher certification in improving teacher professional services in the Madrasah Aliyah Negeri Jambi Province, how effective the certification of teachers in the Madrasah Aliyah Negeri Jambi Province, how teacher professional services in the Madrasah Aliyah Negeri Jambi Province, and how the effectiveness of teacher certification in improving teacher professional services in Madrasah Aliyah Negeri Jambi Province. The research approach used is a qualitative approach where data collection

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10

Yook, Cheongmin. "College ESL Teachers’ Views on Teacher Effectiveness." Korean Journal of Applied Linguistics 28, no. 1 (2012): 321. http://dx.doi.org/10.17154/kjal.2012.03.28.1.321.

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Mrs., Savita S. Patil, and A. G. Hemantha Kumar Dr. "Teacher Effectiveness of Women Student Teachers in Relation to Their Adjustment." International Journal of Research and Review 6, no. 2 (2019): 241–45. https://doi.org/10.5281/zenodo.3987167.

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Education develops man’s faculty, specially his mind so that he may be able to enjoy the contemplation of supreme truth, goodness and beauty. Education plays a vital role in the programme of nation building. The most powerful instruments to meet the challenge of poverty and deprivation and of the widening gap between the rich and the poor among countries are education and research. The present study aims at investigating the teacher effectiveness of women student teachers in relation to their adjustment. For the purpose of investigation, descriptive survey the method was employed. A rand

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Adnan, Hamid, and Nagma. "Teacher's Effectiveness of Intermediate College Teachers' in Relation to Their Gender, Religion and Teaching Experience." RESEARCH REVIEW International Journal of Multidisciplinary 4, no. 1 (2019): 304–7. https://doi.org/10.5281/zenodo.2544652.

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In the present scenario where ICT plays a major role in providing knowledge to students at the same time teachers also have their key role in the development of the students. In the development of the students, school and society an effective teacher plays a vital role. An effective teacher brings out all hidden potential of the students and moulds it into fruitful form. Now the role of the teacher is not only to impart the knowledge to students but also to make students able to adjust with the outer world. The sociability, enthusiasm, motivation level, leadership quality and managerial functi

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Fauzi, Iwan, and Andrian Nuriza Johan. "Reviewing Teacher Effectiveness in Improving Student Learning." EBONY: Journal of English Language Teaching, Linguistics, and Literature 4, no. 1 (2024): 39–49. http://dx.doi.org/10.37304/ebony.v4i1.12295.

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This research is dealing with the review of teacher effectiveness in improving student learning. A qualitative research method by using technique of library research was applied in analyzing the data in this research. There are four aspects of teacher effectiveness reviewed by the researchers: firstly, the nature of teacher’s effectiveness; secondly, teacher effectiveness based on the teacher’s performance; thirdly, teacher effectiveness based on the student’s achievement; and fourthly, benefits of teacher effectiveness for improving student learning. The results from four aspects which are re

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14

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 acros

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15

Tsemaye Anora Tetsola, Uyiosa Osarumen Ugiagbe, and Oluyemi Olusegun Makinde. "Investigating principals’ roles in stem teachers’ effectiveness." International Journal of Science and Research Archive 13, no. 2 (2024): 3133–42. https://doi.org/10.30574/ijsra.2024.13.2.2541.

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This study aimed to assess the impact of principals' role on STEM teachers’ effectiveness among public senior secondary school teachers in the southern region of Nigeria. The research was guided by four key objectives: to evaluate the influence of principals' supervisory practices on teacher effectiveness, to examine the impact of principals' communication practices on teacher effectiveness, to investigate the correlation between principals' involvement of teachers in decision-making and teacher effectiveness, and to determine the overall level of teaching effectiveness among the teachers in t

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16

Garba, S. D. "LEADERSHIP AS A DIMENSION OF TEACHER EFFECTIVENESS." Sokoto Educational Review 1, no. 1 (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

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17

Ornstein, Allan C. "Teacher Effectiveness Research." Education and Urban Society 18, no. 2 (1986): 168–75. http://dx.doi.org/10.1177/0013124586018002003.

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Ornstein, Allan C. "Considering Teacher Effectiveness." Clearing House: A Journal of Educational Strategies, Issues and Ideas 58, no. 9 (1985): 399–402. http://dx.doi.org/10.1080/00098655.1985.11674157.

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Cloer, Thomas Jr, and William A. Jr Alexander. "Inviting Teacher Characteristics and Teacher Effectiveness." Journal of Invitational Theory and Practice 1, no. 1 (2022): 31–42. http://dx.doi.org/10.26522/jitp.v1i1.3727.

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School systems that attempt to respond to outside pressures of accountability have an obligation to seek changes that make schools and teaching more effective. Any factor, including affective factors, proven to have an impact on the degree of teacher effectiveness should be carefully considered by administrators.

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Sanders, James T. "Teacher Effectiveness: Accepting the Null Hypothesis." Journal of Educational Thought / Revue de la Pensée Educative 12, no. 3 (2018): 184–89. http://dx.doi.org/10.55016/ojs/jet.v12i3.43777.

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The contemporary behavioristic analysis of teaching and teacher effectiveness has assumed that there is a necessary empirical relationship between differences in teachers' classroom behaviors and levels of student achievement. It is argued that this assumption lacks both empirical support and conceptual plausibility. The consequences of " accepting the null hypothesis" of differential teacher effectiveness are discussed with reference to their implications for teacher evaluation , teacher accountability and teacher education.

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21

Muhammad Akram, Farrukh Munir, and Ahmad Bilal. "Effect of Teacher Performance Evaluation on School Effectiveness." sjesr 4, no. 1 (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 competenc

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22

Fields, Barry A. "Research on Teacher Effectiveness: Implications for Remedial Teachers." Exceptional Child 34, no. 2 (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 (1988): 33–41. http://dx.doi.org/10.1007/bf00124964.

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Barnes, Gail V. "Self-Efficacy and Teaching Effectiveness." String Research Journal os-1, no. 1 (2000): 37–57. http://dx.doi.org/10.1177/1948499200os-100103.

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Interpreting changing levels of self-efficacy while improving effective teaching behaviors can be one goal of teacher education programs. Undergraduate education majors often begin their teacher education programs with high levels of self-efficacy (a belief in one's capabilities). These levels of self-efficacy frequently decline as preservice teachers progress through their curriculum and make the transition to in-service teaching. A slight decline in these levels can be interpreted as a novice teacher's greater understanding of the complexity of the teaching process. Eighteen preservice strin

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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 (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 pri

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Rahmad, Hidayat, Suriansyah Ahmad, and Noorhapizah. "The Effect of Organizational Commitment, Achievement Motivation on Work Effectiveness Through Job Satisfaction of Elementary School Teachers in Lampihong District." International Journal of Social Science and Human Research 05, no. 12 (2022): 5365–70. https://doi.org/10.5281/zenodo.7393555.

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This study aims to investigate the direct and indirect effects of teacher job satisfaction as a moderating variable in the effect of organizational commitment and achievement motivation on teacher work effectiveness. This study employed a quantitative method. The type of this research is correlational path analysis study. The study population consisted of 172 elementary school teachers in Lampihong District, from which a sample of 120 was drawn using proportional random sampling. Questionnaires were used to collect data, which were then analyzed statistically descriptively and inferentially us

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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 (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 &#x0

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IBIDAPO, Taiwo Oluwasola, and Kehinde Morufdeen ODEDIJI. "Teachers' Service Conditions and Their Effectiveness in Ekiti State Secondary Schools." Commonwealth Journal of Academic Research (CJAR) ® 4, no. 7 (2023): 1–12. https://doi.org/10.5281/zenodo.8104834.

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There is a lot of emphasis on secondary education in Nigeria since it is the stepping stone between elementary school and college and experience has demonstrated that an employee's effectiveness is affected by his or her rapid and timely promotion. This study investigated the correlation between variables of conditions of service and teacher effectiveness in Ekiti secondary schools. The descriptive survey research design was adapted in the study. A total of 420 respondents were chosen from 20 public secondary schools in Ekiti State using proportional and purposive sampling technique. Condi

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Feng, Li, and Tim R. Sass. "Teacher Quality and Teacher Mobility." Education Finance and Policy 12, no. 3 (2017): 396–418. http://dx.doi.org/10.1162/edfp_a_00214.

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There is growing concern among policy makers over the quality of the teacher workforce in general, and the distribution of effective teachers across schools. The impact of teacher attrition on overall teacher quality will depend on the effectiveness of teachers who leave the profession. Likewise, teacher turnover may alleviate or worsen inequities in the distribution of teachers, depending on which teachers change schools or leave teaching and who replaces them. Using matched student–teacher panel data from the state of Florida, we examine teacher mobility across the distribution of effectiven

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Sinclair, Kenneth E., and Gregory Ryan. "Teacher anxiety, teacher effectiveness, and student anxiety." Teaching and Teacher Education 3, no. 3 (1987): 249–53. http://dx.doi.org/10.1016/0742-051x(87)90007-2.

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Tracz, Susan. "Effectiveness of Teacher Education Programs." Educational Renaissance 1, no. 2 (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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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 (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, commun

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Koedel, Cory, Eric Parsons, Michael Podgursky, and Mark Ehlert. "Teacher Preparation Programs and Teacher Quality: Are There Real Differences Across Programs?" Education Finance and Policy 10, no. 4 (2015): 508–34. http://dx.doi.org/10.1162/edfp_a_00172.

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We compare teacher preparation programs in Missouri based on the effectiveness of their graduates in the classroom. The differences in effectiveness between teachers from different preparation programs are much smaller than has been suggested in previous work. In fact, virtually all of the variation in teacher effectiveness comes from within-program differences between teachers. Prior research has overstated differences in teacher performance across preparation programs by failing to properly account for teacher sampling.

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Ghazala, Najat Ali. "Evaluating the Effectiveness of the Teacher Education Course Program through Prospective Teachers' Perceptions." International Science and Technology Journal 36, no. 2 (2025): 1–23. https://doi.org/10.62341/nage0506.

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This study aimed to evaluate the effectiveness of the teacher education program offered by the Faculty of Education at Tripoli University. The study also aimed to examine teacher educator's' commitment towards their main responsibilities with the duties assigned to them when preparing teacher candidates for their future profession. The findings were obtained via questionnaires. The findings revealed that prospective teachers had different views about the teacher education program components. The results indicated that the teacher education program offered at the faculty of education was not up

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Kumar, Roopendra, and Sunita Rani. "Teacher Effectiveness in relation to Values." Think India 22, no. 2 (2019): 1330–38. http://dx.doi.org/10.26643/think-india.v22i2.8996.

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The purpose of this present paper conducted a study of teacher effectiveness in relation to values. Teacher is a main role model for the learners for effective learning and changing appropriate behaviour in the schools and colleges. 200 teachers were selected from central schools of Uttarakhand state for the present study. Objectives were defined of this study to find out relationship between teacher effectiveness and values. Value has six dimension, theoretical value, economic value, aesthetic value, social value, political value religious value. Teacher effectiveness scale constructed by P.

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Priadi, Ribut. "Teacher Communication Effectiveness in the Learning Process." Budapest International Research and Critics Institute (BIRCI-Journal): Humanities and Social Sciences 3, no. 4 (2020): 3433–44. http://dx.doi.org/10.33258/birci.v3i4.1378.

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There are many aspects and aspects that can become the standard for the success or failure of an educational process. This aspect is usually present in the teacher as mentor, teacher and also on the side of students. One aspect that can be a barrier to the success of students in absorbing subjects from the teacher is the factor of communication that is not working effectively. Communication is very important considering that the educational process is currently directed into a room filled by teachers and students. In such conditions a two-way communication pattern is required, in order to crea

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Imig, David G., and Scott R. Imig. "The Teacher Effectiveness Movement." Journal of Teacher Education 57, no. 2 (2006): 167–80. http://dx.doi.org/10.1177/0022487105285672.

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Blömeke, Sigrid, Anja Felbrich, Christiane Müller, Gabriele Kaiser, and Rainer Lehmann. "Effectiveness of teacher education." ZDM 40, no. 5 (2008): 719–34. http://dx.doi.org/10.1007/s11858-008-0096-x.

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Conley, Sharon, Janice Fauske, and Diana G. Pounder. "Teacher Work Group Effectiveness." Educational Administration Quarterly 40, no. 5 (2004): 663–703. http://dx.doi.org/10.1177/0013161x04268841.

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Mugizi, Wilson, Richard Otaka, and Joseph Rwothumio. "Performance Management and Teacher Effectiveness in Primary Schools in Bulaago Coordinating Centre, Bulambuli District, Uganda." Interdisciplinary Journal of Education 6, no. 2 (2023): 122–40. http://dx.doi.org/10.53449/ije.v6i2.282.

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Abstract This study examined the relationship between performance management and teacher effectiveness in primary schools in Bulaago Coordinating Centre, Bulambuli District, Uganda. Informed by the Goal Setting Theory, performance management measured in terms of goal setting, performance appraisal and career development was related to teacher effectiveness Teachers’ effectiveness was also considered as a multi-dimensional concept covering content knowledge, personal conduct, pedagogical effectiveness, professional effectiveness and classroom management. This study employed the correlational re

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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 (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 measu

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Napoles, Jessica, and Rebecca B. MacLeod. "The Influences of Teacher Delivery and Student Progress on Preservice Teachers’ Perceptions of Teaching Effectiveness." Journal of Research in Music Education 61, no. 3 (2013): 249–61. http://dx.doi.org/10.1177/0022429413497234.

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The purpose of this study was to examine how teacher delivery and student progress influenced preservice teachers’ perceptions of overall teaching effectiveness. Experienced teachers ( n = 6) were videotaped teaching mini applied lessons under four conditions: (a) high teacher delivery and more student progress, (b) high teacher delivery and less student progress, (c) low teacher delivery and more student progress, and (d) low teacher delivery and less student progress. Preservice teachers ( n = 75) viewed these teaching excerpts and rated each for teacher delivery, student progress, student m

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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 (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 (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 (2023): 389–92. http://dx.doi.org/10.22271/allresearch.2023.v9.i1f.10539.

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Anshu, Anshu. "EMOTIONAL INTELLIGENCE IN TEACHER EFFECTIVENESS: A SYSTEMATIC REVIEW." Shodh Manjusha: An International Multidisciplinary Journal 2, no. 1 (2024): 36–54. https://doi.org/10.70388/sm240118.

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Emotional intelligence (EI) has emerged as a crucial aspect of teacher effectiveness, impacting teacher-student interactions, classroom management, and overall learning outcomes. This systematic review aims to explore the relationship between emotional intelligence and teacher effectiveness, providing valuable insights into the significance of emotional intelligence in the teaching profession. The review includes a comprehensive analysis of empirical studies, theoretical frameworks, and meta-analyses conducted in various educational settings. The findings from the selected studies consistently

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Abdullahi and Nimota Jibola Kadir. "Education Quality Management and Teacher Effectiveness in Nigeria." ATTARBAWIY: Malaysian Online Journal of Education 3, no. 1 (2019): 59–68. http://dx.doi.org/10.53840/attarbawiy.v3i1.67.

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This study investigated education quality management and teacher effectiveness in Nigeria. The aims of this study are to examine the relationship between good administration, discipline, optimal curriculum implementation and teacher effectiveness in public primary schools in Nigeria. Three hypotheses were formulated. Quantitative research design was used for the study. A self-constructed questionnaire titled “Education Quality Management and Teacher Effectiveness Questionnaire” (EQMTEQ) was used to collect information for the study. The population of this study comprised all 14,216 teachers in

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N., Sivasubramanian, Ankita Chaudhari, Janu Patel, et al. "Awareness Regarding First Aid Management of Sports Injury among Primary School Teacher." International Journal of Current Science Research and Review 05, no. 10 (2022): 3978–83. https://doi.org/10.5281/zenodo.7218243.

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<strong>ABSTRACT: </strong>First aid management of sports injury means during the time of any sports activity injury occur in children that time what type of first aid management is given to resolve the wound or any injury and to prevent complication. So, that the basic knowledge of first aid is required in primary school teacher. <strong>Objective:</strong> 1.to assess the knowledge regarding first aid management of sports injury among primary school teachers 2. To the effectiveness of health education regarding first aid management of sports injury among primary school teachers 3. To associa

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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 (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

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Evi Sri Handayati, Anas Amarulloh, and Fadhlu Rahman. "EFFECTIVENESS OF IMPLEMENTING THE TEACHER PROFESSION CERTIFICATION POLICY IN KEBONPEDES DISTRICT." SOSIOEDUKASI : JURNAL ILMIAH ILMU PENDIDIKAN DAN SOSIAL 13, no. 1 (2024): 34–47. http://dx.doi.org/10.36526/sosioedukasi.v13i1.3797.

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One crucial element in advancing education is the presence of educators with high professionalism. Considering the rough overview of the current condition of teachers, the situation is very concerning due to their low motivation and competence. Addressing this, this research aims to: (1) Examining the impact of teacher motivation on the success of teacher certification policy implementation; (2) Evaluate teacher competence in the success of implementing the teacher professional certification policy; (3) Investigate the combined influence of motivation and teacher competence on the success of i

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