Teacher Effectiveness Research Articles

Revolutionizing Arabic Vocabulary Learning with Mimicry Memorization

This study investigates the effectiveness of the Mimicry Memorization method in improving Arabic vocabulary skills among fifth-grade students at Al Islam Elementary School Pehnangka Ngawi. Utilizing classroom action research across two cycles, the research demonstrates a significant enhancement in students' classical learning completeness, with a notable increase from 62.06% to 89.65%. Through pre-tests, post-tests, observation, and documentation, the study highlights the positive impact of the Mimicry Memorization method on student engagement, learning outcomes, and teacher effectiveness. These findings underscore the importance of innovative teaching methods in optimizing educational experiences and outcomes. Highlight: Implementation of Mimicry Memorization method significantly improves Arabic vocabulary skills. Classroom action research demonstrates a notable increase in students' learning completeness. Findings underscore the importance of innovative teaching methods for optimizing educational outcomes. Keywoard: Mimicry Memorization, Arabic vocabulary, Classroom action research, Learning outcomes, Student engagement

Exploring the effect of students’ language learning strategies on Chinese students' perceptions of native and non-native English speaker teachers

The status of English as the most prominent global lingua franca has increased the need for effective English teachers worldwide. Particularly in China, there is a growing demand for English teachers, with a significant preference for native English-speaking teachers (NESTs) over non-native English-speaking teachers (NNESTs). This trend, often interpreted as an implicit or explicit endorsement of native-speakerism, has significant effects on Chinese students, and harms the teaching effectiveness and well-being of Chinese English teachers. While previous research has explored the roles of students' demographic characteristics on their views, few studies have delved into complex factors such as language learning strategies and educators' well-being. To address this research gap, this study investigates 470 English-major Chinese students' views on NESTs and NNESTs in relation to the well-being of the NESTs and NNESTs. The findings reveal that students view NESTs and NNESTs as possessing different strengths and weaknesses, which have various impacts on the teachers' well-being. Further, the students’ language learning strategies were positively correlated with their views of both NESTs and NNESTs. These discoveries have the potential to heighten student awareness about native-speakerism and develop potential methods for educators to augment their teaching effectiveness, so that teacher well-being is given adequate attention.

ATSARU HARFATI AL-MUDARRIS ‘ALA RAGHBATI AL-THALABATI FII TA’ALLUMI AL-LUGHATI AL-‘ARABIYYATI

This study aims to determine the effect of teacher’s professionalism on student’s interest in Arabic learning of class X MAN 1 Mataram for academic year 2020/2021. The population in this study were students of class X MAN 1 Mataram and the researcher took 45 students from the population to be used as samples in this study. The research approach used is quantitative research because the desired data is in the form of numbers. The researcher used three research instruments for collecting data namely questionnaires, documentation and observation. The data analysis used Pearson product moment correlation and simple regression with the help of SPSS 16.0 software. Based on the results of the correlation analysis, there was a positive and significant relationship with a correlation level of R=67% indicating a strong relationship between the two variables. And as for the results of the regression analysis, the researcher got the value of F arithmetic > F table 37.140> 4.06 with a significance level of 0.00 <0.05 so it can be concluded that there is an effect of teacher professionalism (X) on students' interest in learning Arabic (Y), with the contribution of the effect of teacher’s professionalism (X) on students' interest in learning (Y) is R Square = 45.8%. Therefore, the hypothesis which says "teacher’s professionalism effect on student’s interest in Arabic learning of class X MAN 1 Mataram for academic year 2020/2021 " is accepted

THE INFLUENCE OF TEACHER COMPETENCY ON STUDENT LEARNING ACHIEVEMENT (SURVEY ON ECONOMICS SUBJECT CLASS XII MA MA'ARIF NU CIMANGGU CILACAP DISTRICT )

The objectives of this study were: 1) To determine the competence of class XII economic teachers at MA Ma'Arif NU Cimanggu, 2) To determine the learning achievement of economic subjects in class XII at MA Ma'Arif NU Cimanggu, 3) To determine the effect of competence teachers towards student achievement in class XII in economic subjects at MA Ma'Arif NU Cimanggu.This type of research used in this research is quantitative research. The method used is a survey method. The techniques used to carry out the analysis using simple regression techniques, From the results of the study, the following conclusions were obtained: (1) The category of economic teacher competence at MA Ma'Arif NU Cimanggu, Cilacap Regency which was in the low category was 2 respondents or 15.4%, in the moderate category as many as 10 respondents or 76.9 % and in the high category as much as 1 respondent or equal to 7.7%. (2) The descriptive results of determining the predicate of the value of the 13 respondents obtained the results: 1 or 7.7% of the students got the very good category, as many as 4 or as much as 30 , 7% of students scored in the good category, as many as 8 or 61.6% of students scored in the sufficient category and there were no students who scored in the poor predicate. (3) There was an influence between the competence of economic teachers on learning achievement in economic subjects with a significance value of 0.000. The regression equation can be written: Y = 28,448 + 1,072X. The R value or the correlation value between variables is 0.469 or 46.9%. Meanwhile, the R Square value of 0.355 implies that the effect of economic teacher competence on learning achievement in economic subjects in class XII MA Ma'arif Cimanggu, Cilacap Regency is 35.5%. Keywords: Teacher Competence, Learning Achievement, Economics Subjects

Organizational Commitment, Work-Life Balance and Teachers’ Effectiveness In School Teachers

Modern day life has many problems within different dimensions and keep up a crucial Work-Life Balance (WLB) along with a strong Organizational Commitment (OC), of which one is a part of WLB is the degree to which individuals prioritise the professional and personal responsibilities in their lives, as well as the presence of work-related activities in their homes. Work life equilibrium can impact numerous factors, including satisfaction on job, commitment towards the organisation and, of course, performance on job. WLB allows for healthy compartmentalization of work and hence can possibly be hypothesized to affect Teacher Effectiveness (TE) in the workplace. Similarly, organizational commitment may be understood as the psychological attachment or bond an individual may have to an organization. The bond is important as it can allow increased feeling of belongingness to the organization and increased motivation to work harder. The study aims to investigate how OC and WLB relate to teachers' effectiveness in a school set up. The results suggest statistically significant positive association between organisational commitment and TE. Further, a significant positive link was also found between OC and WLB. Although, no significant association was found between teachers’ effectiveness and WLB.

The Impact of Teachers’ Dressing on Students’ Academic Performance: A Case Study of Junior High Schools in Kumasi, Ghana

Ghana has seen persistent agitations for education reforms due to the unsatisfactory outcome of education objectives since independence. The major reasons were no different from the latest reform that was introduced, the Junior High School (JHS) system. That was so because it was yet another review of the entire education system of the country with the view of making it responsive to current global and social challenges. One of the concerns has been whether the influx of numerous foreign dress styles among teachers in Ghanaian society has an effect on students, teachers, and quality education. The aim of this research is to assess the dressing of teachers and its impact on junior high school students’ academic performance. The research identified, discussed, and assessed the impact of teachers’ dressing on students’ performance in selected junior high schools in the Oforikrom Municipality in the Ashanti Region of Ghana. Both quantitative and qualitative research designs were used for the research. The questionnaire, observations, interviews, and focus group discussions were the instruments used in the collection of the data. A simple random and cluster area sampling method was adopted to select the respondents for the study. The accessible population for the study consisted of three hundred (300) JHS students, fifty (50) teachers, twenty (20) parents, and ten (10) education officers.A comparative analysis of four categories (students, teachers, parents, and education officers) on the impact of teachers’ dressing on students’ performance was performed. The study identified, assessed, and discussed the impact of teachers’ dressing on students’ academic performance in some selected junior high schools in the Oforikrom Municipality. Out of the hypothesis speculated before the investigation, it was established, with p-values greater than 0.05, from a paired two sample T-test analysis that there is a significant effect of teachers’ dressing on students’ performance. The study recommended that teachers should be given a dressing allowance to allow them to purchase appropriate school attire, and the government should institute a non-destructive dress code for teachers. The study will help teachers dress more appropriately and will have a significant impact on the lives of students.

Teacher value-added and gender gaps in educational outcomes

This paper uses rich administrative data from Chile to estimate teacher value added (TVA) on test scores and on an educational attainment index. We allow each teacher to have a different TVA for male and female students and show that differences in TVA explain an important part of the gender gaps we observe in test scores and postsecondary education trajectories. The gaps in gender-specific teaching effectiveness are especially pronounced in mathematics. Indeed, eliminating within-teacher differences in math test score VA would reduce the gender gap in math performance by 67%. We explore what could be behind these gaps in gender-specific TVA and find no significant differences in what makes teachers effective for male and female students. We do find, however, significant associations between teacher characteristics—e.g., gender and performance in the college admission exam—and practices—e.g., paying attention to low-performing students, congratulating students who improve, and having a good relationship with students—with teacher effectiveness. Finally, we also show that math teachers tend to be biased in favor of male students and that teachers with smaller gender biases are more effective for both, male and female students.

Teacher Effectiveness Among Kendriya Vidyalaya And Navodaya Vidyalaya School Teachers In Relation To Organizational Climate

Teacher Effectiveness Among Kendriya Vidyalaya And Navodaya Vidyalaya School Teachers In Relation To Organizational Climate

Getting Students to Show Up: Generational Differences in the Effect of Teachers on Black and White Student Absences

We provide the first evidence on the effect of teacher generation on student absences. Using administrative matched student-teacher data, we find that Millennial teachers are more effective at reducing absences compared to teachers from earlier generations. This effect is heterogeneous across Black and White students, with Black students deriving a larger benefit from assignment to a Millennial teacher. Although both Black and White Millennial teachers are more effective at reducing student absences than Baby Boomer teachers, the race-specific improvement of Millennial teachers is driven by White teachers.

Students’ Perceptions of Teacher Talk in The Classroom Interaction to Enhance Students’ Motivation of Learning

This current research aims to investigate students’ perceptions of the effect of teacher’s talk to enhance students’ motivation of learning. Therefore, the use of teacher talks focusing on praising and encouraging elements which is very useful in increasing student motivation. The participants were 93 students of the 8th grade in a public junior high school located in East Java Indonesia. The research design was quantitative approach. To collect the data, the researchers employed questionnaire as the instrument adapted from Ameiratrini & Kurniawan (2021), and Husna & Murtini (2019). The results show that the majority of the participants agree that receiving encouragement and praise from the teacher can increase students’ motivation to learn. It infers that encouragement and praise can encourage students’ participation.

THE EFFECT OF INDEPENDENT CURRICULUM E-REPORT ASSESSMENT ON ENGLISH LANGUAGE TEACHING AT SMPN SATAP 2 SANGALLA’

The objective of this study is to find out how the English teachers assess students’ achievement from e-Report of Independent Curriculum indicator and how e-Report effect on English teachers evaluation process and the effect of Independent Curriculum e-Report assessment on English Language Teaching. In this study the researcher used a qualitative approach method and collected the data by interview and observation. The data of interview were obtained from 2 English teachers. The researcher used technique of analyzing the data of Miles and Huberman data analysis which have three phases; (1) Data Reduction, (2) Data Display (3) Conclusion Drawing/Verification and for the trustworthiness of the data, the researcher used Methodological Triangulation. The findings of this research show that there is no specific method or assessment specifically used by English teachers when assessing English subjects. Basically, the independent curriculum are still assessed in accordance with the rules, namely there is a predetermined assessment rubric and the teacher also determines the points on each aspect to be assessed then checks grammar and vocabulary. Also, the findings of this study show that e-Report greatly facilitates teachers in the assessment process. The results of this study show that according to English teachers, the effect of assessment is for teachers’ and there is also for students. The effect for students is that after they know the results of the assessment is at least they try to improve what is still lacking and determined by the interests and talents of the students themselves. The effect for teachers is how they create an atmosphere and strategies in learning English.

Enhancing Teacher Professional Development: Strategies, Challenges, and Impacts on Instructional Practice and Student Learning Outcomes: A Review of Research Literature

Abstract: Teacher professional development (PD) is widely acknowledged as a critical component in enhancing educational outcomes and improving student achievement. This study provides a comprehensive review of the importance of teacher professional development, focusing on its impact on teacher effectiveness, instructional quality, and student learning outcomes. Drawing on a synthesis of empirical research, theoretical frameworks, and best practices, this paper highlights the multifaceted benefits of continuous teacher PD, examines key factors influencing its effectiveness, and identifies promising approaches for supporting teachers' ongoing growth and development. The findings underscore the significance of investing in high-quality PD initiatives to cultivate a skilled and motivated teaching workforce capable of meeting the diverse needs of 21st-century learners.

Examining the predictors of school exclusion for Māori and Pākehā Learners

The sample used for this study followed an entire cohort of over 40,000 students through their compulsory education in New Zealand. A previously developed econometric model explaining higher rates of school exclusions for Pacific learners (an ethnic group over-represented in lower SES, higher rates of SEN, and greater rates of school exclusion) is applied to a large cohort of indigenous Māori and Pākehā learners in this study. Significant variables in the model that predict Pākehā learner school exclusion are very similar to those predicting Māori learner school exclusion. However, after accounting for variables identified in the literature as correlated with school exclusion, Māori learners are still more likely to be excluded, are more likely to be excluded more often, and are more likely to be excluded earlier than their Pākehā peers. One possible explanation of this result is that the Pygmalion Effect of teachers having lower expectations of Māori students may also contribute to higher rates of school exclusion. Māori students have previously reported lower rates of belonging at school. One implication of this may be the need for a cheaper, faster way for families or advocates to appeal the decision made to exclude a learner by local principals or Boards of Trustees. This is in contrast to the current system of recourse through the court system, which can be an expensive and time-consuming process.

To Analyze the Effects of Teacher’s Attitude and Behaviors on the Academic Achievement of Secondary School Students

The purpose of the study was to determine how positive teaching attitudes affected students' academic performance. The behaviors that teachers exhibit in their professional lives are a reflection of their attitudes. Since they consider themselves to be a part of the teaching community, their opinions of other teachers are really a reflection of themselves. Twenty teachers from four private schools in Karachi completed a questionnaire that was used to record their reflections on behavior. The literature reviewed in research papers and books on the subject, which discussed how students pick favorite teachers and how this can affect students' academic performance, served as the primary inspiration for these questions. Thirty items made up the questionnaire, which asked about teachers' fairness, compassion, inspiration, creativity, verbal appreciation, preparedness, sense of humor, confidence, preparedness, sense of belonging, punctuality, positivity, forgiveness, sharing responsibility, sensitivity, and nurturing creativity in their students. Students were asked to fill out a questionnaire with examples of both positive and negative attitudes and behaviors from their secondary school teachers. They were also asked to explain how these examples affected their performance and personality development. The research's most significant findings demonstrated that students' personalities and life outcomes are positively impacted by teachers' positive attitudes. These results lead to a discussion of teachers' roles in lifespan education, which go beyond merely transforming knowledge. Key words: , , ,

Evaluasi Efektivitas Tenaga Kependidikan dalam Meningkatkan Kinerja Guru di SMPN 34 Surabaya

This research aims to increase the effectiveness of educational staff in improving teacher performance at SMPN 34 Surabaya. A qualitative approach using case study methodology is the research methodology used. In-depth interviews with teachers and educational professionals, direct observations in schools, and analysis of documents related to teacher professional development programs are the methods used to collect data.The findings of this study show the important role of education personnel in increasing teacher effectiveness at SMPN 34 Surabaya. Educational staff provides training sessions and seminars, assists instructors in their professional growth, and offers adequate administrative assistance. In addition, the availability of competent human resources and efficient staff-teacher communication both support improved teacher performance. However, this research also shows a number of difficulties faced by educational staff when implementing it. These difficulties include heavy workloads, little funding for professional development, and a lack of collaboration within school units.

Effects of Parent and Teacher Mediated Pivotal Response Treatment and Discrete-Trial Training in Improving Communication Skills of Children with Autism

The main purpose of this study was to investigate the effects of parent and teacher-mediated pivotal response treatment and discrete-trial teaching in improving the communication skills of children with Autism. The research deployed an ABAB research design. ABAB was divided into 4 phases; A1, B1, A2, and B2. A1 was a baseline, B1 was treatment, A2 was the removal of the treatment, and B2 was the treatment resumed following the break, and at last, a follow-up was conducted. In the study, three children who fulfilled the inclusionary criteria participated. The three children received PRT and DTT from their parents and teachers respectively. The instruments used for assessment were social communication questionnaire-Lifetime, Autism diagnostic interview-revised, and Vineland -3 Adaptive behavioral scale (communication domain). The study result indicated that Parent and Teacher mediated PRT and DTT significantly improved the communication skills of children with ASD.

Personnel Management and School Productivity: Evidence from India

Abstract This paper uses new data to study school management and productivity in India. We report five main results. First, management quality in public schools is low, and ∼2 standard deviations below high-income countries with comparable data. Second, private schools have higher management quality, driven by much stronger people management. Third, people management quality is correlated with independent measures of teaching practice, as well as school productivity measured by student value added. Fourth, better-managed schools have lower variation in within-school teacher effectiveness and higher levels of minimum teacher effectiveness. Fifth, consistent with better people management, teacher pay in private schools is positively correlated with teacher effectiveness, whereas we find no such correlation in public schools.

Exploring the Effects of Teachers’ Practices in the Early Childhood Literacy Classroom Environment on Children’s Acquisition of Literacy Skills

The primary focus of this study is to explore the relationship between the early childhood literacy classroom environment and teachers’ practices to promote an understanding of their influence on Arabic-speaking children’s acquisition of literacy skills. This study utilizes a quantitative methodological approach, whereby null and alternative hypotheses were formulated to examine the association between Arabic-speaking children’s acquisition of literacy skills and the early childhood literacy classroom environment. Data analysis was conducted using a statistical technique known as structural equation modeling. The results of this study indicate that the literacy classroom environment, teachers’ practices, and Arabic-speaking children’s acquisition of literacy skills affect each other and have an evidence-based interrelationship. Based on this relationship, the results and recommendations of this study may be considered inspirational ideas for teachers, researchers, and decision-makers working in early childhood who seek to make positive educational changes in this field.

Teacher Effectiveness In Relation To Meta Cognitive Ability Of Prospective Teachers

Teacher Effectiveness In Relation To Meta Cognitive Ability Of Prospective Teachers

The Effect of Primary School Teachers Using Online Education on Their Professional Creativity

This study aims to examine the effect of online education on the professional creativity of primary school teachers. The research was carried out in a mixed method. The study group of the research consisted of 319 primary school teachers who work in various primary schools in Zhetysu Region, Kazakhstan, and have online education experience. The data collection tools of the research were the teacher creativity scale, whose Kazakh language validity was provided by the researchers, and the semi-structured interview form. The analysis of the quantitative data of the research was carried out with SPSS 25 statistical program. Content analysis was performed for the analysis of the qualitative data of the studies. As a result of the research, it was determined that the creativity levels of primary school teachers were high. According to the seniority variable among primary school teachers, it was determined that the creativity levels of those with medium seniority were higher than the others. The vast majority of teachers stated that online education has a positive effect on professional creativity. The study recommends increasing the creativity level of primary school teachers, by establishing in-service training programs for all teachers, especially those who are in the first and last years of their professions.