Teachers’ perceptions of effective teaching: a theory-based exploratory study of teachers from China

Abstract

There is general agreement that teachers matter the most when it comes to student learning. However, there is an unquestionable need for educators to understand what constitutes effective teaching in K-12 classrooms. This research studied Chinese high school (N = 359) teachers’ perceptions of effective teaching using an international theoretical framework as guidance. Basic statistics described Chinese teachers’ perceptions on different domains of the teaching effectiveness framework. Statistically, significant results were found when comparing subject matter, gender, teaching experience, school type, award, academic rank and leadership. Furthermore, Chinese and American teachers’ perceptions on effectiveness were compared and contrasted. This study revealed that some findings were rooted in Confucian cultural tradition while others related to China’s current educational reform. Implications, recommendations and limitations are discussed.