Teacher Effectiveness Research Articles

Teaching from the heart: an evaluation of award-winning teachers in Singapore

ABSTRACT The Inspiring Teacher of English Award and the President’s Award for Teachers are national awards that recognize outstanding Singapore educators. This paper delves into the practices and philosophies of six award-winning teachers, unravelling the intricacies that distinguish their pedagogical approaches. The study is centred around three pivotal themes: Student-centred instructional approach, Optimization of Curriculum Materials, and Heart for students. The teaching philosophy undergirds and informs the other two themes, providing the guiding principles that ensure a consistent, student-centred, and resource-effective approach in the classroom. Highlighting the adaptability of these educators in tailoring their methods to individual student needs, the paper emphasizes the significance of a sound educational philosophy as their guiding principle. Furthermore, it explores the adept integration of curriculum materials in their teaching. This analysis offers valuable insights into the unique qualities and teaching methodologies that contribute to the success of award-winning teachers, providing a nuanced understanding of their contribution to educational excellence. Additionally, this analysis suggests significant implications for teacher education and in-service professional development, highlighting the need for programmes that foster these key attributes and approaches, thereby enhancing teacher effectiveness and student learning outcomes across educational settings.

THE METHODOLOGY OF IMPROVING LABORATORY WORK IN PHYSICS IN GENERAL EDUCATION AND SPECIALIZED SCHOOLS BASED ON PEDAGOGICAL SOFTWARE TOOLS

The article is aimed at improving laboratory training in physics in specialized and general schools. This article provides instructions for organizing laboratory sessions using a number of software tools and the LabPhsics program. Based on these instructions, the effectiveness of teachers and students will increase significantly.

Who Are We Measuring? Teacher Effects in Gifted and Talented Teacher Rating Scales

Who Are We Measuring? Teacher Effects in Gifted and Talented Teacher Rating Scales

The interaction between teachers' efficacy and students' attitudes toward effective learning in state universities and colleges of the Philippines

The role of classroom teachers significantly influences student learning and is essential for the success or failure of an educational system. This study assessed how teacher characteristics, self-confidence in teaching, and student attitudes toward learning relate to each other in State Universities and Colleges (SUCs) in Region 02. Teacher effectiveness is seen as a crucial element in education that can positively affect student academic achievement. The research included 348 faculty members and 646 students from four universities, collecting data through a modified questionnaire via online and face-to-face surveys. It found notable differences in how faculty members viewed their own teaching confidence based on their characteristics, which included their abilities in teaching, motivation, managing the classroom, handling behavior, teaching methods, and motivational techniques. The study also noted significant variations in student attitudes towards learning, classified by their learning nature, openness, expectations, and anxiety about learning. It was observed that teaching methods that highlight understanding rather than memorization directly link to positive student attitudes toward learning, suggesting that learning is not just about innate ability. This indicates a need for teachers to enhance their teaching methods using various approaches and platforms.

Kepemimpinan Kepala Sekolah dalam Upaya Meningkatkan Kinerja dan Kompetensi Guru Pai di SMPN 1 Tembelang

The ability as a leader has the authority to move all components in the educational institution, especially in maximizing the performance of teachers and the competencies they hold. Therefore, the aim of this research is to look at, observe and examine the leadership of school principals in an effort to increase the effectiveness and proficiency of Islamic religious education teachers. The elements studied were the competency of Islamic Religious Education teachers, teacher performance, and school principal leadership. The researchers used curriculum heads, school principals, and Islamic Religious Education teacher subjects in a descriptive qualitative research methodology. Researchers collect data through interviews, documentation and observation. The data analysis method for this research's conclusions was drawn through data reduction, data presentation, and drawing conclusions. Research findings show that the leadership of the school principal as a mover, director, motivator, mentor is able to maximize his role and function in order to improve the quality and performance of Islamic religious education teachers. The performance and competence of Islamic religious education teachers at SMPN 1 Tembelang Jombang meets the criteria as a competent teacher in their field through the leadership of a competent principal in carrying out his duties. The principal at SMPN 1 Tembelang Jombang improved the performance and competence of PAI teachers through affirmation of attending MGMP, seminars, workshops and workshops. He encourages academic supervision, providing feedback, and holding one-on-one conversations.

Mediating and moderating factors between economic pressure and turnover intention among school teachers in Lebanon during the ongoing crisis era

BackgroundThe Lebanese ongoing crisis has exposed big challenges for the education system, including low teachers’ salaries and their desire to leave their jobs. Identifying key contributing factors to teacher turnover intention may help policymakers develop and implement appropriate and informed retention strategies aiming at preserving the struggling Lebanese educational system and saving costs. The present study aimed to examine the mediating role of three potential factors, i.e. job satisfaction, work-related fatigue, and psychological distress, and the moderating role of employment sector, in the relationship between economic pressure and turnover intention among teachers who work in Lebanon during the economic crisis. MethodsWe carried-out a cross-sectional, web-based study targeting a nationally-representative sample of Lebanese teachers (N = 3779, mean age = 38.33 years, 86.7 % females). ResultsThe results of mediation analyses showed that physical/emotional/mental work fatigue, psychological distress and job satisfaction mediated the relationship between perceived economic pressure and turnover intentions among Lebanese teachers. Economic pressure was significantly associated with higher work fatigue, more distress, less job satisfaction and more turnover intentions. Also, more work fatigue, higher distress levels and less job satisfaction were significantly associated with higher turnover intentions. Finally, more economic pressure was significantly associated with more turnover intentions. On the other hand, the moderating effect of teachers’ sector of employment (Private versus Public) was not significant. ConclusionThis is among the first studies to link economic pressure, job satisfaction, work fatigue, psychological distress and turnover intentions in the teachers' psychology literature. This is also the first study on this topic in Lebanon, a country that offers a unique context and opportunity to understand the link between teachers' economic pressure and turnover intentions. The results expand on past research by showing that work-related fatigue, job satisfaction and psychological distress are three factors that underline the cross-sectional relationship between economic pressure and teachers’ turnover intention. This implies that further attention of policy makers and school officials should be paid to enhance job satisfaction, decrease work fatigue and prevent psychological distress in order to retain and attract teachers at schools in Lebanon.

Impact of Environmental Factors, Organizational Structure, Conflict Management, and Internal Control on the Effectiveness of Islamic Schools in Banten

The rapid increase in the number of schools necessitates the evaluation of educational quality across all institutions, including both private and state-run schools, with a particular focus on Islamic schools. Organizational performance serves as a key indicator of an institution's effectiveness. This study aims to analyze the impact of organizational structure, conflict management, and internal control on the work environment and effectiveness of teachers in Islamic schools in Banten. The study population comprised teachers from Islamic schools in Banten, with a total sample size of 58 teachers. Data analysis was conducted using path analysis to assess the relationships between the variables. The analysis revealed that organizational structure, conflict management, and internal control positively influenced the teachers' work environment. Furthermore, the organizational structure was found to have a significant impact on work effectiveness. However, conflict management and internal control did not show a significant effect on teachers' work effectiveness. Additionally, the work environment had a positive effect on the effectiveness of the teachers' work. The findings indicate that a well-defined organizational structure enhances both the work environment and the effectiveness of teachers in Islamic schools. While conflict management and internal control are beneficial for improving the work environment, they do not directly influence work effectiveness. The positive correlation between the work environment and teacher effectiveness underscores the importance of fostering a supportive and well-structured organizational setting. This study underscores the critical role of organizational structure in enhancing teacher effectiveness in Islamic schools. While conflict management and internal control improve the work environment, their direct impact on effectiveness is limited. Creating a conducive work environment remains essential for maximizing the performance of teachers.

Effect of Teachers' Instruction on Learners' Cognitive Skills, Attention, Perception and Memory in Early Childhood Education

Effect of Teachers' Instruction on Learners' Cognitive Skills, Attention, Perception and Memory in Early Childhood Education

Effect of Teachers' Instruction on Learners' Social Skills, Self-Confidence Building, Relationship Building, and Mannerism in Early Childhood Education

Effect of Teachers' Instruction on Learners' Social Skills, Self-Confidence Building, Relationship Building, and Mannerism in Early Childhood Education

Effects of Teachers’ Participation in Decision-Making on Organisational Commitment in Ghanaian Basic Schools

This study investigated the effects of teachers’ participation in decision-making in Ghanaian basic schools on their organisational commitment. The study utilised a descriptive survey design to randomly select 285 teachers from the La Nkwantanang-Madina Municipality of the Greater Accra region of Ghana to participate in the research. The generated data were analysed using descriptive statistics (means and standard deviations), confirmatory factor analysis, and structural equation modelling. The results showed that teachers moderately participated in school decision-making. Similarly, their level of organisational commitment to the teaching profession was moderate. Finally, the effect of teacher participation in decision-making on organisational commitment was positive and statistically significant. The study’s findings suggest that implementing shared leadership models, where teachers are consistently involved in discussions about school policies, curriculum development, and other critical areas, can enhance their commitment and performance. Consequently, the study recommends that school leaders initiate pragmatic policies to promote teachers’ participation in decision-making, thereby increasing their organisational commitment.

잠재프로파일 분석(LPA)을 활용한 유치원 교사의 교사-유아 상호작용 유형 및 예측요인

Objectives The purposes of this study are to explore latent profiles of kindergarten teachers with teacher-children interaction (T-CI) and to analyse the relationship between teachers' personal factors and T-CI profiles. Methods The survey for data collection was conducted from January 10 to January 31, 2024, targeting 409 teachers working at kindergartens in the metropolitan area. We composed T-CI of kindergarten teacher into emotional, verbal, and behavioral interaction, and analyzed latent profiles according to their T-CI level. The types of T-CI profiles derived from the latent profile analysis were identified, and a multinomial logistic regression was performed to analyze the effect of kindergarten teachers' personal factors on the T-CI profiles. Results The results revealed that we classified four T-CI profiles: the ‘passive interaction type’, which had very low levels of emotional, verbal, and behavioral interaction related to T-CI, was 5.62% of all kindergarten teachers, the ‘non-verbal interaction type’, which had relatively low emotional, verbal, and behavioral interaction levels, was 43.03% of all, the ‘affective interaction-centered type’, which had average level of each competence, was 26.41% of all, the ‘proactive interaction type’, which had relatively high level of each competence, was 24.94% of all. As a result of analyzing the effect of the teacher's personal factors on the T-CI profile, it was found that the teacher's age, education, and experience had a significant effect on the T-CI profile. Conclusions Based on the results, this study suggests that there are various groups according to the level of T-CI within the kindergarten teacher group, rather than considering the kindergarten teacher as the ‘cohort group’ in relation to T-CI. We also suggest that customized approach considering the profile characteristics related to T-CI is required.

예비유아교사의 놀이성이 교사효능감에 미치는 영향

Objectives The purpose of the study was to examine the mediating effect of teaching aptitude in the effect of pre-service early childhood teachers' playfulness on teacher efficacy. Methods For this purpose, a survey was conducted on playfulness, teaching aptitude, and teacher efficacy among 215 students attending early childhood education departments at three universities located in Seoul and Gyeonggi Province. The collected data were subjected to Pearson's correlation analysis, multiple regression analysis, and the Sobel test to verify the mediating effect using SPSS Statistics 24,0. Results First, it was found that pre-service early childhood teachers' teacher efficacy had a significant positive correlation with both playfulness and teaching aptitude. Specifically, among the sub-factors of playfulness, cheerfulness and imagination were positively correlated with teacher efficacy, while all sub-factors of teaching aptitude showed a positive correlation with teacher efficacy. Second, in examining the mediating effect of teaching aptitude on the relationship between playfulness and teacher efficacy, it was confirmed that teaching aptitude had a complete mediating effect. The Sobel test conducted to verify the mediating effect showed that the effect of the mediating variable was significant. Conclusions Based on the results of this study, implications to improve the teacher efficacy of pre-service early childhood teachers in future early childhood teacher training courses were provided and educational action plans were discussed.

직무스트레스, 대인관계능력, 원장과 동료교사 사회적 지지가보육교사의 행복감에 미치는 영향

The purpose of this study is to investigate the effects of childcare teachers' job stress, interpersonal relationship skills, and social support of the director and fellow teacherson happiness. A survey was conducted on 952 childcare teachers working nationwide. Fordata analysis, SPSS Win. Using the 25.0 program, t-test, one-way variance analysis,correlation analysis, and multiple regression analysis were performed. The results of this studyshow that the happiness of childcare teachers according to their socio-demographiccharacteristics is male, single, 20-25 years old, college graduate, high average monthlyincome, 2-6 years of experience, and working in an institution with 100 students. This wasfound to be highIt appears that there is a correlation between the childcare teacher's feelings of happiness andjob stress, interpersonal skills, the director and fellow teachers, and social support. Factorsinfluencing the feelings of happiness of childcare teachers are in the order of social support ofthe director and fellow teachers, job stress, and interpersonal relationship ability. It is expectedthat social support will be actively implemented, such as promoting the happiness of childcareteachers and developing programs to improve the working environment.

Effects of using rubrics in self-assessment with instructor feedback on pre-service teachers’ academic performance, self-regulated learning and perceptions of self-assessment

This study aims to explore the effects of pre-service teachers’ use of rubric in self-assessment with instructor feedback on academic achievement and self-regulated learning. Their perceptions and experiences of the self-assessment intervention were also investigated. A total of 79 pre-service teachers participated in the study. A mixed methods approach was used as a blend of experimental and qualitative design. The quasi-experimental research model with pretest/posttest control group design was employed in the quantitative phase of the study. The pre-service teachers (N = 79) were assigned to either use of rubric in self-assessment involving tutor feedback condition or a non-self-assessment condition for their essay assignments. Besides, the pre-service teachers’ perceptions and experiences of using self-assessment with instructor feedback were explored in the qualitative phase of the study. Data were collected using a rubric, an achievement test, a self-regulation in learning subscale and reflective journals. The results indicated that the rubric used in self-assessment with instructor feedback group had higher achievement and use of self-regulated learning strategies than the no-intervention group. The reflective journals also revealed that most of the pre-service teachers found the self-assessment a useful learning tool. They felt that it helped them to improve their learning by guiding them to set their own goals, monitor their progress and reflect on their learning through their own tasks. The implications for educational research and practice are discussed.

Evaluating Teacher Effectiveness: Methods, Challenges and Implications

This research paper examines the multifaceted nature of effective teacher evaluation, drawing on insights from various sources. The paper discusses various evaluation methods, the challenges faced in implementation, and the implications for educational policy and practice. By integrating diverse evaluation strategies and addressing common issues, the paper aims to provide a balanced perspective on enhancing teacher effectiveness through comprehensive evaluation systems by integrating diverse evaluation strategies and addressing common issues.

Quality factors of an English as a Medium of Instruction program associated with students’ satisfaction

This study examines the association between key quality factors of an English as a Medium of Instruction (EMI) program delivered at a Spanish university with the students’ satisfaction. The significant growth of demand and offer of bilingual and plurilingual studies in Higher Education in the last decade in many non-Anglo-Saxon countries, recommends conducting more evaluation research studies aimed at measuring quality and impact of EMI programs on students’ performance and satisfaction. To respond to that need, this ex-post facto research study included a sample of 131 self-selected students. The dependent variable student satisfaction was measured with a questionnaire (α=0.82 and a ω= 0.85) delivered through a computer-assisted web interviewing technique. Nonparametric regression analysis results confirm partially two out of the four hypotheses tested with an average of the mean estimate of 3.7 (on a 5 points scale) and the (only) average marginal significant effect of teachers teaching practices estimated to be 0.7, p < 0.01. The model (M6) with all predictions and controls explains 40.69% of the variation of the dependent variable. Finally, some conclusions and recommendations are drawn to increase future students’ satisfaction about this type of Higher Education.

Predictors of EFL Teacher Effectiveness in their Online Classes

Introduction: Online education has been used more widely after COVID-19. This calls for teachers’ familiarity with technological tools and pushes them toward gaining computer literacy to improve their efficacy. Moreover, there is a growing recognition of the need to redefine professional identities in this context. This study was an attempt to investigate the relationships between EFL teachers’ professional identity and computer self-efficacy with their effectiveness in online classes. Methodology: To conduct the study, 100 EFL teachers from English language Institutes and schools in Bojnourd, Iran, participated in the study. They completed three questionnaires, namely, professional identity, computer self-efficacy, and online EFL teacher effectiveness. The obtained data were analyzed using two Spearman correlation coefficients and one regression analysis. Results: The findings indicated significant relationships between professional identity and computer self-efficacy with teacher effectiveness in online classes. Moreover, it was found that computer self-efficacy was a better predictor of online EFL teacher effectiveness. Conclusion: The findings indicated that teaching effectiveness is a crucial aspect of professional development in online education. This highlights the importance of educators possessing strong computer skills and actively reshaping their professional identities. By doing so, teachers can significantly enhance the success and practicality of their online classes, benefiting both students and the educational system as a whole.

FORMATION OF THE METHODOLOGICAL CULTURE IN PEDAGOGICAL EDUCATION STUDENTS AS A MOTIVATION BASIS FOR THEIR PROFESSIONAL AND PERSONAL GROWTH

The article contains the analysis of the peculiarities of the formation of the methodological culture in the students of pedagogical education as a motivational basis for their professional and personal acme-growth. Motivation is considered as an important factor in the development of professional ideals, value orientations, pedagogical orientation, increasing the effectiveness of future teachers of higher education institutions. The characteristics of motivation for professional and personal growth of the future pedagogues are analyzed, in particular, such as humanistic orientation, goal setting, openness to innovations and changes, personality growth, humanistic values, the formation of methodological culture. Pedagogical research has been conducted on the formation of motivation for success in working teachers as a basis for further scientific research and the formation of methodological culture in the students of pedagogical education in higher education institutions. This made it possible, in the process of the next stage of the pedagogical experiment, to investigate the results of the study of pedagogical disciplines by education seekers of pedagogical disciplines under the conditions of the introduction of innovative means and technologies of education, to trace the growth of the level of methodological culture, in particular, the indicators of motivation of in the master's students. Such indicators are the result of applied methodological scientific approaches, in particular, personality oriented, acmeological, and methods of scientific and pedagogical research. The prospects of the specified scientific search include such aspects as increasing the attention of the participants in educational process to the systematic use of information technologies in the educational process in the context of integrative and acmeological approaches, interdisciplinary analysis of the defined area; the focus on training an intellectually developed creative personality capable of competent orientation in the digital educational space, continuous self-education and self-improvement; organization of professional training of future specialists according to an individual educational trajectory.

MODELING THE FACTORS INFLUENCING SECONDARY STUDENTS’ PERFORMANCE IN STEM SUBJECTS

STEM education plays a key role in influencing and orienting students' interests towards STEM fields and careers. This influence is multifaceted, involving not only STEM content and experiences but also teachers, schools, and personal factors. The purpose of this study is to explore the factors impacting the academic performance of 951 tenth grade students in STEM subjects (physics, chemistry, biology, mathematics, and information technologies) who are attending public and private schools in two provinces of Turkey. Using a correlational research model, the study assessed how students' personal characteristics, teacher effectiveness and school characteristics affect achievement in STEM courses. Data were collected using the ‘Factors Affecting STEM Achievement Questionnaire (FA-STEM-A)’, a 20-item questionnaire divided into three sub-dimensions. Analyses focused on the relationships between student characteristics, teaching quality, school infrastructure and STEM performance. Structural equation modelling revealed that positive student characteristics, especially fondness for STEM subjects and confidence in STEM abilities, moderately increase achievement. In contrast, negative factors attributed to teachers and schools, such as inadequate classroom activities, lack of educator expertise, inadequate technological resources, and large class sizes, hindered student performance. These findings emphasize the important influence of both inherent student qualities and external educational conditions in determining STEM education. Keywords: STEM achievement, secondary students, STEM subjects, structural equation modeling

The Influence of Gender and Intellectual Ability on Students Perception of Econmics Teachers Effectiveness in Higher Education

Researchers have argued that student’s rating of teachers’ effectiveness is not a valid measure because it is influenced by a host of factors. The purpose of the study was to determine whether students’ gender and intellectual ability significantly influenced their perceptions of teachers’ effectiveness in a university setting. The Cross-sectional survey research design was employed through the use of students’ rating of teacher effectiveness questionnaire to collect the data. A total of 485 students, sampled from four Public Universities in Ghana participated in the study. The data were processed using SPSS software, version 20 and analysed using independent sample t-test. The results suggest that gender and intellectual ability did not influence students’ perception of Economics teachers’ effectiveness. The results have implications for authorities of Higher Education Institutions including School Administrators, teachers, and policymakers, as they assure and further guide efforts to improve upon students rating of teacher effectiveness. The study recommends that future research should consider the influence of the classroom physical environment on students’ perception of teachers’ effectiveness.