Classroom Performance Of Teachers Research Articles

Psycho-social Capabilities and Classroom Performance of Physical Education Teachers in a College in China

This study purports to determine the relationship between psycho-social capabilities and the classroom performance of tertiary physical education teachers at Zhejiang Shuren College at Zhejiang Province, China. Based from the findings of the study, the researcher came up with the following conclusions: Majority of the PE teachers are male in their middle age, pursuing their Master’s degree, while mostly are in the field of outdoor sports and have been teaching PE subjects for quite some time.PE teachers seem to have a better status of their health and well-being while maintaining their good physical, mental, and emotional stability.PE teachers seem to be good at handling work demands in relation to all physical, psychological, social or organizational aspects of a job that require continuous physical or psychological effort.PE teachers have relatively the same perceptions of their psycho-social capabilities regardless of their sex, age, field of specialization, educational attainment, and years of service as PE instructors. Most of the PE teachers exhibited satisfactory to outstanding teaching performance, however, a number of them have also shown unsatisfactory performance based on the recent evaluation. Demands at work and health and well-being of PE teachers do not give significant impact to their classroom performance. Work organization and job contents, interpersonal relations and leadership, and work-classroom interface on the other hand can moderately affect teaching performance of PE teachers, while social capital tend to have high influence in their classroom performance.

Teaching Competencies and Classroom Performance of University Teachers: Soft Skills as a Mediator

Soft skills are personal qualities that enable teachers to better engage with students. The purpose of the current study was to examine the role of soft skills as a mediator in the relationship between teaching competencies and classroom performance among university teachers. This study was quantitative and followed the positivist research paradigm. The researchers selected the study sample using multistage sampling. Two questionnaires and an observation sheet were used in this study. Researchers collected data from 132 public-sector university teachers in southern Punjab. SPSS and PROCESS macro were used to analyze the data. The data was analyzed using mediation analysis. The major conclusion of this study was that all the variables (teaching competencies, soft skills, and classroom performance) had a significant relationship, and soft skills also mediated between teaching competencies and classroom performance of university teachers. The major recommendation of the study is that future researchers include variables that may influence the performance of teachers in the classroom, such as job satisfaction, work discipline, motivation, and so forth, and also change the indicators for teaching competencies and soft skills.

Classroom Teaching Performance Evaluation Model Guided by Big Data and Mobile Computing

Performance management has evolved rapidly in recent years and has become increasingly dominant in enterprise applications, whereas its application in the field of education has progressed slowly. Because performance management focuses on improving business performance and empowering employees, implementing it in schools helps students develop practical skills. This research focuses on evaluating classroom teaching performance using a big data and mobile computing-driven model. In addition, in the era of educational big data, this paper investigates the general process by which teachers acquire, analyze, and use educational data to improve teaching performance. The data mining method and mobile data capture are organically integrated into the benchmarking analysis to evaluate the classroom teaching performance of local universities, enriching the teaching management theories and methods of local universities. The findings show that benchmarking analysis can produce more meaningful results and provide new data for improving teaching management quality.

Teacher Training and Its Impact on Novice Teachers’ Performance in the EFL Classroom

The main purpose of the present study is to look into the teacher training offered by a private language centre in Sidi Yahia (Algiers, Algeria) to novice teachers and to explore whether these teachers later on make use of and reflect on the teaching skills taught throughout the course of their training. Consequently, a case study of five novice teachers of English has been conducted during a period of two months. In an attempt to answer the three research questions posed by this investigation, three data collection tools have been utilized: document analysis, lesson observations (three for every participant) and one questionnaire for teachers. The collected data have been analyzed both quantitatively (closed-ended items) and qualitatively (open-ended items). The main results have shown that the language center training for teachers is rather conservative and focuses exclusively on the use of the direct method and the PPP approach. The study has also revealed that 80% of the teachers do not completely agree with the idea of using one method for all learners and have highlighted the importance of eclectic teaching. Therefore, they do not always stick to the approach that they have been introduced to during the course of their training and their classroom teaching performance progress is quite unstable. Although the school usually follows up on their progress and encourages them to reflect on their own teaching to improve, these novice teachers still feel trapped and unable to innovate within their classrooms.

Teachers' attitude towards quality assurance and standards officers in primary schools in Evurore, Mbeere north sub-county, Embu county, Kenya

Introduction: Since the inception of school inspection in Kenya, the function of Educational Inspectors was hampered by the way inspectors executed their duties thus influencing the attitude of teachers negatively. To reduce the negative perception of teachers new practices and innovative ideas have been established through the Directorate of Quality Assurance and Standards (DQAS). Purpose: This study aimed at finding out if teachers' attitudes have changed towards Quality Assurance and Standards Officers (QASO) since of new name and mandate Methodology: The study used a descriptive survey research design as it was able to obtain persistent and precise information concerning the current phenomena. The sample consisted of 228 statistically sampled using the Yamen formula. A structured and open questionnaire measuring the attitude of teachers was used. To check validity, expert opinion was sought while reliability was ensured at 0.70 using Cronbach Alpha Coefficient. ANOVA and t-test method of analysis was the main statistical methods used to test the three hypotheses. Results: The study established that female teachers had a more positive attitude towards QASO compared to their male counter parts although the difference was not significant. Further, the results revealed that a significant difference exists between more experienced teachers and less experienced teachers with less experienced teachers having a less favourable attitude towards QASO than less experienced teachers. Finally, the study found that teachers who were visited regularly had a positive attitude towards QASO compared to teachers who are not regularly visited or visited few times. In conclusion, teachers have appreciated the role of QASOs in quality education. Recommendations/Classroom Implications: It is recommended that more frequent supervision may improve teachers’ attitude for better teacher classroom performance.

Feedback on the Classroom Performance of Pre-service English language Teachers in Oman

The research reported here is part of a larger, doctoral study that aims at examining the process of assessing the classroom performance of pre-service English language teachers in three higher education institutions in Oman. This article reports on an investigation into the social practices associated with assessing the classroom performance of pre-service English language teachers at Sultan Qaboos Univeristy (SQU), Rustaq College of Education and Nizwa University. Specifically, this study aims at answering one research question: How do stakeholders understand and experience feedback when assessing pre-service teacher classroom performance? The research adopted a phenomenological approach for examining a total of 10 participants’ feedback experiences through semi-structured interviews and observations of the phenomenon in situ. The findings of this study revealed shared understandings about the purpose of feedback for improving pre-service teachers’ classroom performance. However, it was revealed that variations in feedback processes affected its efficacy in enhancing pre-service teachers’ classroom readiness. Pre-service teachers confirmed this finding and expressed their desire for greater agency and some consistency and uniformity in the type of feedback they receive during their school experience. The paper concludes by presenting recommendations that go to heighten the quality of the feedback process provided to pre-service English language teachers in Oman.

Feedback on the Classroom Performance of Pre-Service English Language Teachers in Oman

The research reported here is part of a larger, doctoral study that aims at examining the process of assessing the classroom performance of pre-service English language teachers in three higher education institutions in Oman. This article reports on an investigation into the social practices associated with assessing the classroom performance of pre-service English language teachers at Sultan Qaboos University (SQU), Rustaq College of Education and Nizwa University. Specifically, this study aims at answering one research question: How do stakeholders understand and experience feedback when assessing pre-service teacher classroom performance? The research adopted a phenomenological approach for examining a total of 10 participants’ feedback experiences through semi-structured interviews and observations of the phenomenon in situ. The findings of this study revealed shared understandings about the purpose of feedback for improving pre-service teachers’ classroom performance. However, it was revealed that variations in feedback processes affected its efficacy in enhancing pre-service teachers’ classroom readiness. Pre-service teachers confirmed this finding and expressed their desire for greater agency and some consistency and uniformity in the type of feedback they receive during their school experience. The paper concludes by presenting recommendations that go to heighten the quality of the feedback process provided to pre-service English language teachers in Oman.

Principals’ Behaviour and Teachers’ Performance at Secondary Schools in Rural Area of Pakistan

The aim of the current study was to investigate the principals’ behaviour effects on the teachers’ classroom performance. The main hypothesis of the research were, Ho1: There is no significant relationship between the principals’ Overall leadership behavior and teachers' performance in the classroom, Ho2: There is no worth mentioning connection between the principals’ leadership task oriented behavior and teachers’ performance in the classroom and Ho3: There is no significant relationship between the principals’ leadership relationship-oriented behavior and teachers’ performance in the classroom. It was a descriptive survey research. The sample was conveniently selected form the population of district karak (a ruler area of Pakistan). Total 67 principals, 335 SST and SSs teachers and 2526 students were selected for the data collection. Questionnaires adopted form Teacher Classroom Performance Questionnaire (TCPQ) and the Management Behaviour Dimensions Questionnaire (MBDQ) were used. The data was tabulated and analyzed in SPSS through Person correlation. Some practical recommendations were given in accordance with research and literature review.

A Multivariate Generalizability Theory Approach to College Students' Evaluation of Teaching.

Teachers' teaching level evaluation is an important component in classroom teaching and professional promotion in the institutions of higher learning in China. Many self-made questionnaires are currently being administered to Chinese college students to evaluate teachers' classroom teaching performance. Quite often, due to the absence of strong educational, and psychological measurements and theoretical foundations for these questionnaires, their dependability remains open to doubt. Evaluation time points, the number of students, major type, and curriculum type were examined in relation to college students' perceptions on their teachers' classroom teaching performance, using Teachers' Teaching Level Evaluation Scale for Colleges (TTLES-C). Data were collected in a sample of 556 students at two time points from three Chinese universities and were analyzed using multivariate generalizability theory. Results showed that evaluations at the beginning of the spring semester produced better outcomes than did evaluations at the end of the fall semester, and 20 student evaluators were sufficient to ensure good dependability. Results also revealed that the evaluation dependability of science curriculum appeared higher than that of liberal arts curriculum. Recommendations were discussed on the evaluation criteria and mode.

أثر استخدام استراتيجيات التدريس التأملي على تطوير الأداء الصفي للطالبات المعلمات تخصص اللغة الإنجليزية في جامعة الأقصى

الملخص: هدفت هذه الدراسة إلى بحث أثر استخدام استراتيجيات التدريس التأملي على تطوير الأداء الصفي للطالبات المعلمات، تخصص اللغة الانجليزية. ولقد تبنت الدراسة المنهج شبه التجريبي. وتكونت عينة الدراسة من(٣٢) طالبة مقيدة بالمستوى الرابع في تخصص اللغة الانجليزية واساليب تدريسها بكلية التربية في جامعة الاقصى بغزة، وتم تقسيمهن عشوائيا إلى مجموعتين (ضابطة وتجريبية). اعتمدت المجموعة الضابطة على الطريقة المعتادة في أدائها، وهي تعليقات المشرفين فقط، بينما استخدمت المجموعة التجريبية استراتيجيات التدريس التأملي في فترة التربية العملية (2) حيث تم تدريب المجموعة التجريبية على استخدام استراتيجيتين للتدريس التأملي وهي: المذكرات اليومية، وملاحظة الزملاء أو الرفاق. ولقد تمت الاستعانة في هذا البحث بوسائل جمع البيانات وهي: قائمة ملاحظة بممارسات وأداء التدريس الصفي، ومقياس (متدرج) لتحليل وتقدير استراتيجيات التدريس التأملي. تم تحليل البيانات كميا وكيفيا. واستخدمت الدراسة الإحصاء الوصفي (المتوسطات، والانحرافات المعيارية، والتكرارات، والرتب، والنسب المئوية واختبار ت في تحليل البيانات. ولمعرفة حجم التأثير الناتج عن استخدام استراتيجيات التدريس التأملي (المتغير المستقل) على الأداء الصفي للطالبات المعلمات (المتغير التابع) تم الاستعانة بمربع إيتا. أظهرت نتائج الدراسة اهم ممارسات الأداء الصفي التي تحتاجها الطالبات المعلمات داخل الغرفة الصفية. كما اوضحت النتائج تحسنا ملحوظا في الأداء الصفي للمجموعة التجريبية. وعلاوة على ذلك، اظهرت نتائج الدراسة أن فروق ذات دلالة إحصائية عند مستوى 0.01) ) بين متوسطي درجات المجموعتين (التجريبية والضابطة) في التطبيق البعدي لقائمة معايير الأداء الصفي ككل وفي كل محور من المحاور الستة (توجيه التعليمات، استخدام تقنيات طرح الأسئلة المحفزة، استخدام التقنيات المناسبة لتصحيح الأخطاء، تعزيز الإجابات الصحيحة، الاستخدام المنظم للسبورة، واستخدام مصادر المعلومات والوسائل المتوفرة) لصالح المجموعة التجريبية. كذلك وتوصلت الدراسة إلى وجود فروق ذات دلالة إحصائية عند المستوى بين متوسط درجات المجموعة التجريبية في التطبيق القبلي والبعدي لقائمة معايير الأداء الصفي ككل وفي 0.01) ) كل محور من المحاور الستة السابق ذكرها وذلك لصالح التطبيق البعدي. وخلصت الدراسة إلى فعالية استخدام استراتيجيات التدريس التأملي خلال التربية العملية في تحسين الأداء الصفي للطالبات المعلمات تخصص اللغة الانجليزية واساليب تدريسها. وفي ضوء النتائج التي تم التوصل إليها، جاءت بعض التوصيات ومنها: وجوب دمج استراتيجيات التدريس التأملي في برامج إعداد معلمة اللغة الانجليزية، وفي مقررات طرق تدريس اللغة الانجليزية خاصة. وأنه من الضروري أن تتعرف الطالبة المعلمة على أساليب وطرق مختلفة ومتعددة للتأمل ٠ وقد أوصت الدراسة بإمكانية تطوير أداء المعلمات أثناء الخدمة باستخدام التدريس التأملي وأنشطته، بالإضافة إلى وجوب تدريب الطالبات المعلمات على استخدام الأدوات التي تدعم التفكير التأملي. الكلمات الدلالية: التدريس التأملي، الأداء الصفي ، الطالبات المعلمات، اللغة الإنجليزية كلغة اجنبية

PRE-SERVICE TEACHERS’ PERFORMANCE POST MICROTEACHING CLASS IN FIELD EXPERIENCE PROGRAM

The aim of this study was to investigate the pre-service teachers’ performance in the Field Experience Program after taking a microteaching class. The sample of this study was ten (10) pre-service teachers. The data collected were taken from pre-service teachers’ report books. The results of this study showed that microteaching helped the pre-service teachers in improving and achieving a good teaching performance in classroom during their Field Experience Program. In addition, after the pre-service teachers had a microteaching class, they were able to use appropriate learning methods and classroom management in order to achieve a better performance in the Program. It can be concluded that the microteaching class has played a role to the pre-service teachers in enhancing their teaching performance in the Field Experience Program.

Felicidad en el trabajo y desempeño laboral en unCentro de capacitación industrial de la ciudad deTrujillo (Perú), año 2016

The purpose of the present study was to determine the relationship between happiness at work and work performance of the workers of the National Training Service for the Construction Industry, Trujillo 2016. For this purpose, a quantitative approach was proposed Non-experimental, descriptive-correlational and transactional design, whose sample was composed of a total of 25 teachers and 21 administrative staff. A self-administered questionnaire was applied to measure the level of happiness at work, as well as a graphical scale of performance evaluation (completed by its immediate boss), in the case of administrative workers and a questionnaire assessing teacher performance in Classroom (completed by students), in the case of teachers. The results have shown that the hypothesis has not been verified, because, in the case of teachers, the direct relationship found was not significant and, in the case of administrative workers, the inverse relationship found was not significant either.

Improving Lesson Planning Skills of Novice teachers through Transformative Learning

Professional development programs play a fundamental role in shaping a community. For the improvement in quality of education, training organizations run various programs. Effectiveness of these program and performance of the teacher education institutions can be assessed by evaluating the performance of people who participate in these programs. The researchers had analyzed the professional development program of novice techers on lesson planning by usingobservational check list to observe the classroom performance of forty-eight novice teachers who participated in this program. Independent sample t-test and one way ANOVA were used for analysis. It was also found that there was no significant difference in the mean scores of novice teachers regarding professional development in the areas of lesson planning skills with respect to their designation, academic qualification and professional qualification.On the basis of findings of our study it is recommended that Government may establish a mechanism for implementation of training in classrooms by involving school heads and teacher educators. Moreover, incentives may be given to teachers for successful completion of trainings and its implementations.An environment of competition may be created for implementation of training. DOI: 10.5901/mjss.2016.v7n4p211

Practical Reflectivity as a Context for Teachers´ Professional Development: a Mixed-methods Study

This study aims at analysing the influence of practical reflectivity, as a context for professional learning, and its impact on teaching practices. Therefore, a mixed research method has been selected, based on qualitative and quantitative procedures, combining an enquiry to high school teachers and interviews to supervisors, given their privileged knowledge on the educational reality of schools and especially on the performance of teachers in classroom. These two areas of analysis, in spite of being different in terms of methodological nature, enable a comparative analysis. The study shows that all the participants, teachers and supervisors, recognize the importance of a contextualized reflection-in-action as the means to achieve greater quality of practices and an effectiveness of professional teaching development. It is also consensual the importance of a reflective teacher, who is able to question and improve his practice using investigation-in-action as basis. However, reflection is not always applied during the educational process, demanding more collaborative work between peers, pedagogical didactic update and investigation placing the student as centre. Although there is still a long way to go in terms of professional training, participants of this study perceive reflectivity as the right way to be a teacher in an educational community.

National ICT Program- A Lever to Change Teachers' Work

The current research examines the impact of the national ICT program on changing classroom performance of teachers in regard to both use of technology and perception of resulting changes. The research methodology integrated qualitative and quantitative methods. A total of 1,035 elementary school teachers who joined the program in 2010-2011 participated in a semi-enclosed questionnaire that was constructed especially for this research. The main finding indicates that a large-scale change occurred in teachers' classroom activity and in their perceptions of pedagogical essence, which is necessary for the integration of technology into teaching. However the findings indicate that most teachers use technology as a supplement for existing teaching-learning methods, and do not implement a meaningful change in their work that may lead to transforming the teaching-learning task from traditional to advanced digital teaching methods. It can be assumed that if the educational system continues to support the training of teachers and consistently and systematically outlines a suitable pedagogical path, a significant change in teachers' work characteristic of teachers can be expected in the course of the next several years.

Application of grey relational analysis to expose individual student's cognitive difficulties in English public speaking

Purpose – The purpose of this paper is to propose a formative assessment framework to expose individual student's cognitive learning difficulties in English public speaking. The paper aims to provide student feedback and information during the teaching and learning process. A grey student-construct (S-C) chart is developed to represent the students’ cognitive mapping of the speech difficulties in relation to their overall speech conceptualization. This grey S-C chart can facilitate the instructors to ameliorate the classroom teaching and learning performance in English public speaking. Design/methodology/approach – In total, 26 students in a class of English Speech and Rhetoric participate in the experiment – each student views the online video segments of a great speaker's speech, and then decides what segments would best support the speaking skill constructs and also reflects on his/her own difficulties in the same constructs. The grey relational analysis (GRA) method is used to analyze the empirical data. The individual student's construct localization grey relation grade values are calculated to rank the grey relation for both students and constructs. Accordingly, a grey S-C matrix is constructed and a grey S-C chart can thus be developed. Findings – The grey S-C chart manifestly displays the cognitive difficulties in sequences of both students and constructs. Practical implications – According to the grey S-C chart, the instructors may modify teaching strategies to enhance the overall classroom performance. The students may adjust learning strategies to eliminate their specific difficulties. Offering individualized advanced and remedial practices to those largely deviating from the norm is also possible. Originality/value – The study is the first of its kind to apply the GRA method to expose individual student's cognitive learning difficulties in English public speaking. The grey S-C chart is novel in education literature, which can reveal individual student's learning difficulty patterns.

Bayesian Hierarchical Multivariate Formulation with Factor Analysis for Nested Ordinal Data

This article devises a Bayesian multivariate formulation for analysis of ordinal data that records teacher classroom performance along multiple dimensions to assess aspects characterizing good instruction. Study designs for scoring teachers seek to measure instructional performance over multiple classroom measurement event sessions at varied occasions using disjoint intervals within each session and employment of multiple ratings on intervals scored by different raters; a design which instantiates a nesting structure with each level contributing a source of variation in recorded scores. We generally possess little a priori knowledge of the existence or form of a sparse generating structure for the multivariate dimensions at any level in the nesting that would permit collapsing over dimensions as is done under univariate modeling. Our approach composes a Bayesian data augmentation scheme that introduces a latent continuous multivariate response linked to the observed ordinal scores with the latent response mean constructed as an additive multivariate decomposition of nested level means that permits the extraction of de-noised continuous teacher-level scores and the associated correlation matrix. A semi-parametric extension facilitates inference for teacher-level dependence among the dimensions of classroom performance under multi-modality induced by sub-groupings of rater perspectives. We next replace an inverse Wishart prior specified for the teacher covariance matrix over dimensions of instruction with a factor analytic structure to allow the simultaneous assessment of an underlying sparse generating structure. Our formulation for Bayesian factor analysis employs parameter expansion with an accompanying post-processing sign re-labeling step of factor loadings that together reduce posterior correlations among sampled parameters to improve parameter mixing in our Markov chain Monte Carlo (MCMC) scheme. We evaluate the performance of our formulation on simulated data and make an application for the assessment of the teacher covariance structure with a dataset derived from a study of middle and high school algebra teachers.

Teacher Quality and Quality Teaching: Examining the Relationship of a Teacher Assessment to Practice

Multiple-choice assessments are frequently used for gauging teacher quality. However, research seldom examines whether results from such assessments generalize to practice. To illuminate this issue, we compare teacher performance on a mathematics assessment, during mathematics instruction, and by student performance on a state assessment. Poor performance on the written assessment predicted poor classroom performance; likewise, strong performance on the written assessment predicted strong classroom performance. However, classroom performance of teachers in the middle of the written assessment distribution varied considerably. These results also held true using student outcomes as a criterion, leading to implications for both research and policy.

The Qualifications and Classroom Performance of Teachers Moving to Charter Schools

Do charter schools draw good teachers from traditional, mainstream public schools? Using a thirteen-year panel of North Carolina public schoolteachers, I find that less qualified and less effective teachers move to charter schools, particularly if they move to urban schools, low-performing schools, or schools with higher shares of nonwhite students. It is unclear whether these findings reflect lower demand for teachers’ credentials and value added or resource constraints unique to charter schools, but the inability to recruit teachers who are at least as effective as those in traditional public schools will likely hinder charter student achievement.

Review of Mediation from the Social Constructivist Perspective and Its Implications for Secondary School EFL Classrooms in China

This paper critically highlights the survey of the body of literature in favor of social constructivism to look at the changing views of teacher classroom performance, from which it seems more challenging for a teacher to help students construct knowledge than to instruct directly. The history of mediation is discussed with Feuerstein’s 12 mediated learning experience features incorporated into Vygotsky’s zone of proximal development on the basis of social constructivism. To address the proposed question, a methodological triangulation (i.e., observations & interviews) was applied for data collection regarding language teacher mediative practices. Based on the findings, a conclusion is drawn that most English as a foreign language (EFL) teachers among secondary schools in China are unable to mediate students’ learning due to the deficiency of mediation and the fact that most Chinese EFL learners are weak at communicative competence in the target language. An EFL teacher’s command of mediation knowledge plus his/her abilities to overcome situational constraints might result in the successful implementation of mediation strategies.