Exploring Characteristics for Effective EFL Teachers From the Perceptions of Junior High School Students in Tainan

Abstract

The purpose of this study was to investigate junior high school students' perceptions of the characteristics of effective English teachers. The focuses included: (1) junior high school students' general perceptions about English teacher characteristics, (2) whether gender has an effect on the perceptions, and (3) whether students with different academic achievement perceive differently in terms of characteristics for effective English teachers. This study was conducted via a questionnaire with 198 junior high school students in Tainan area. The data came from students' responses to a 50-item questionnaire, classifying into instructional competence, personality, and teacher-student relationship, and were analyzed with descriptive statistics, independent t-test and one-way ANOVA. The findings of the study indicated that students generally perceived teachers' personality and teacher-student relationship as more important characteristics than those of instructional competence. Being enthusiastic in teaching, friendly, open-minded, respecting students and caring about students were the most important characteristics of effective English teachers. Although mastering English was considered as an important characteristic, conducting lessons in English was not in favor. Moreover, female students considered the characteristics of personality and teacher-student relationship significantly more important than male students. Female students also rated significantly higher on characteristics such as motivating students to learn English and being familiar with the English culture whereas male students perceived respecting students and being ethical more important for effective English teachers. A significant variation was also found on the teacher-student relationship among students with high, middle and low academic achievement. Students with high academic achievement considered characteristics of teacher-student relationship more important than students with low academic achievement.