Characteristics Of Effective Teachers Research Articles

Being an effective English teacher through internship: Voices from the involved parties

The Indonesian national curriculum encourages higher education stakeholders to provide an internship program to increase students’ employability. In the field of education, an internship comes in the form of a teaching practicum where all interns or prospective teachers get hands-on experience in schools to develop the characteristics of effective teachers. To identify areas for improvement in the running program, gathering insights from those involved is necessary. The current case study details how the internship program facilitates effective teaching for prospective teachers. This research also discussed recommendations from involved parties to obtain reliable references to improve the program. The data were collected by interviewing four prospective teachers, two university supervisors, and two mentor teachers. This study used transcribing, member checking, and coding to analyze the interview results. The data revealed that the four steps in the program, i.e., deployment, observation, coaching, and teaching practices, helped the prospective teachers to build a robust construct of effective teachers, including socio-affective skills, pedagogical competence, content knowledge, and personal qualities. Additionally, the findings demonstrated the participants’ suggestions related to several technical issues of the program and recommendations to the prospective teachers regarding what they should do in joining the program. Regardless rooms of improvements that the program should follow-up, all participants agree to say that the practice teaching facilitates prospective English teachers to develop competencies of being an effective teacher.

Effective English teachers in online EFL learning: A post-pandemic reflection on students’ perspectives

In the framework of conventional academic settings, there have been a large number of studies on the qualities of effective teachers; however, studies in the context of online environments seem to be scarcely documented in the literature. This explanatory sequential mixed-method study of 224 secondary school students, 21 of whom were interviewed in detail, examined their perspectives on effective teacher characteristics in online EFL instruction. This study differed from earlier investigations of the qualities of effective teachers in terms of its research site and inquiry emphasis. The results of the surveys and interviews provided students’ judgments of effective teacher traits in terms of roles, professional abilities, personal qualities, and pedagogical expertise. According to the results of the polls, the most significant criteria for effective online learning management were instructors’ classroom management roles and their professional skills. The interviews stressed the importance of teachers’ qualities in managing classrooms and their pedagogical knowledge. In an online EFL instruction, students needed their teachers to scaffold them and explain what they should do with the lesson and the procedures they should follow for activities and assignments. In addition, the interviews validated teachers’ capacity to establish a favorable rapport with the students to facilitate their meaningful learning. As this study identified teachers’ professional abilities in managing online learning as a requirement, an online-learning-based professional development program for teachers is highly recommended as the most plausible alternative for the post-pandemic reflection of this current study.

Effective Teacher Characteristics in the Eyes of Pre-service EFL Teachers: Evidence from Turkish Higher Education Context

Effective Teacher Characteristics in the Eyes of Pre-service EFL Teachers: Evidence from Turkish Higher Education Context

Determining teacher candidates' perceptions of themselves and instructors in terms of effective teacher characteristics

Bu araştırmanın amacı, üniversitede eğitimine devam eden öğretmen adaylarının, etkili öğretmen özellikleri açısından kendilerine ve öğretim elemanlarına dair algıları incelemektir. Araştırma, tarama modelinde yürütülen nicel bir çalışma özelliği taşımaktadır. Araştırmanın evreni, 2021-2022 eğitim-öğretim yılı bahar dönemi itibariyle Kırgızistan-Türkiye Manas Üniversitesi (KTMÜ), İşenali Arabayev Üniversitesi (İAÜ) ve Bişkek Devlet Üniversitesi (BGÜ)’nin Edebiyat Fakültesi öğrencile-rinden oluşmaktadır. Araştırmadan elde edilen bulgulara göre öğretmen adaylarının öğretim yeterlikleri açısından kendilerine ve öğretim elemanlarına ilişkin algıla-rının cinsiyet değişkenine göre anlamlı fark göstermiştir. Sınıf değişkenine göre öz yeterliklerinin anlamlı farklılaşmadığı ortaya çıkmıştır. Üniversite değişkenine göre ise sırayla İAÜ, KTMÜ, BGÜ olarak kendilerini ve öğretim elemanlarını ‘yeterli’ ve ‘kısmen yeterli’ bulmuşlardır. Mesleği yapabilme öz yeterlilikleri ile mesleğe olan ilgi düzeyleri arttıkça kendilerini öğretim yeterliliğini yapabilme açısından yeterli düzeyleri bulmuşlardır.

Who refers whom? The effects of teacher characteristics on disciplinary office referrals

Teachers affect a wide range of students’ educational and social outcomes, but how they contribute to students’ involvement in school discipline is less understood. We estimate the impact of same-race teachers and other observed teacher qualifications on students’ likelihood of receiving a disciplinary referral. Using data that track all disciplinary referrals and the identity of both the referred and referring individuals from a large and diverse urban school district in California, we find that Black students’ probability of receiving at least one referral is about 3 percentage points (26.6% of Black students’ base rate) smaller than for white students when they have a Black teacher versus a white teacher. The reduced likelihoods of receiving referrals from same-race teachers also convert to reduced likelihoods of being suspended. These results are mostly driven by referrals for violence, interpersonal offences, and walkout infractions, middle school students, and students from high-poverty schools. Students are also less likely to be referred by more experienced teachers and by teachers who hold either an English language learners or special education credential. While it is unclear whether these findings are due to variation in teachers’ effects on actual student behavior, variation in teachers’ proclivities to make disciplinary referrals, or a combination of the two, these results nonetheless suggest that teachers play a central role in the prevalence of, and inequities in, office referrals and subsequent student discipline.

Characteristics of effective instruction and student engagement: A case study of two exemplary Florida agriculture teachers

Student disengagement has been an ongoing problem for educators in the United States. Engaging students is critical to ensuring students see the value of their education. The purpose of this exemplar case study was to understand how effective teaching impacts student engagement of high school agriculture students in Florida. Two Florida agriculture teachers, identified as exemplary agriculture teachers, and 22 students served as participants. Three methods of data collection were involved in this study: teacher interviews, student focus groups, and teacher observations. The top five characteristics of effective teaching described by Rosenshine and Furst (1971) were used as a priori themes for the data analysis. These characteristics were clarity, variety, enthusiasm, business and/or task-oriented behaviors, and student opportunity to learn criterion material. The teachers used all five of the characteristics to engage students. Students reported high levels of engagement and positive feelings about class. Further studies should be conducted to replicate the study with a larger group of exemplary agriculture teachers. The study recommends that teacher educators considering teaching pre-service teachers how to demonstrate the characteristics of effective instruction to impact engagement. We recommend agriculture teachers consider reflecting on their use of the characteristics of effective instruction.

Characteristics of Effective English Language Teachers: Student and Teacher Perspectives at a Thai University

This study investigated students’ and teachers’ perceptions of the characteristics of effective English language teachers in the Thai cultural context. A survey comprising 68 Likert-scale items was administered to students ( n = 124) and teachers ( n = 11) in the intensive English program (IEP) of a Thai university. The survey measured the participants’ perception of the characteristics of effective teachers in seven areas: general characteristics, affective variables, knowledge about students, pedagogical knowledge, content knowledge, knowledge about classroom management, and professional development. A comparison of the responses showed a statistically significant difference between the median responses of teachers and students in three areas: affective variables, knowledge of students, and professional development. In all three areas, students ascribed a higher level of importance. These findings have implications for teachers, who may underestimate the value that their students place on the personal and affective aspects of education and on professional development.

CoETL in the great outdoors

There are many benefits to outdoor learning, one of the biggest being its relationship with the Characteristics of Effective Teaching and Learning (CoETL). These two things go hand in hand, each one accelerating the other, but what are they and how do they relate to each other?

Attributes of effective EFL teachers in Vietnamese context as perceived by students and teachers

Identifying characteristics of effective teachers has always been a topic of paramount importance. Accordingly, an extensive volume of theoretical endeavours and empirical research has been devoted to the investigation of typical attributes that effective teachers possess in diverse contexts. Yet, current understanding of the issue in Vietnamese setting remains limited. Given that perceptions about effective teachers’ qualities have been typically found to be highly context-bounded, gaining an insight into these attributes in this under-researched context is expected to provide a solid foundation for further attempts to improve the quality of teaching and learning. The present study responds to this pressing need by exploring the perceptions held by 200 learners and 22 teachers in a language school in Vietnam, employing questionnaires for collecting both quantitative and qualitative data. A theoretical framework adapted from Shulman’s (1986, 1987) model of teachers’ knowledge base was employed. Findings from the study revealed both convergence and mismatches in the perceptions held by the teacher and learner groups. As a whole, teachers, and learners convergently prioritised teachers’ subject matter content knowledge as most important, compared to pedagogical content knowledge and teachers’ identity and interactions with learners. Both groups also voted teachers’ ability to provide clear instructions and explanations as the most important pedagogical feature of effective teachers and uniformly downplayed the role of sociocultural knowledge and the ability to effectively use technology. More in-depth analyses, however, showed that teachers placed more importance over the pedagogical aspects of subject matter knowledge, language proficiency, and teaching methodology, whereas learners more appreciated the psychological and motivational aspects. In particular, the teacher participants highly valued the teachers’ ability of classroom management, material adaptation, and facilitating students’ engagement in learning activities. In contrast, qualities most desired by learners included a positive attitude towards the teaching career and teachers’ willingness to care, understand learners’ problems, encourage, and treat all students on a fair basis.

Determination of Primary School Teachers' Mathematical Gender Stereotypes and Examination of Their Reflection on Students

This study aims to investigate primary school teachers’ mathematical gender stereotypes and to discover whether these stereotypes, if any, are reflected on students. The study was designed as a multiphase mixed methods study. Accordingly, in the quantitative and qualitative stages of the study, different sample groups including both fourth-grade teachers and fourth-grade students in Ankara were studied. Teachers’ Gender Stereotype Scale toward Mathematics, observation form, Students’ Gender Stereotype Questionnaire and Mathematics Achievement Test were sequentially used to collect data. The data were analyzed by Mann Whithey U test and content analysis. Results demonstrate that in comparision to the teacher who has neutral gender related beliefs toward mathematics, the teacher with strong traditional mathematical gender stereotypes favouring their male students. However, results show that students do not internalise their teachers’ mathematical gender stereotypes, and, Hense, there is reflection of teachers’ gender stereotypes on students’ mathematical achievements. By carrying out longitudinal studies, it should be followed at which educational level students begin to acquire such gendered perspectives, which academic fields and professions they choose, and thus the effects of teacher characteristics on students should be revealed more comprehensively.

Who Refers Whom? The Effects of Teacher Characteristics on Disciplinary Office Referrals

Who Refers Whom? The Effects of Teacher Characteristics on Disciplinary Office Referrals

Using the dynamic model of educational effectiveness to detect effective teaching characteristics in the Maldives

The conceptual framework of the Dynamic Model of Educational Effectiveness (DMEE) was used to detect effective characteristics of teaching in the Maldives. The sample consisted of grade four students (N =350) and class teachers (N =31) from eight primary schools in the urban capital city of Male’, Maldives. The study is a quantitative research and adopts an experimental design where the second low-inference observation instrument and the student questionnaire of the DMEE was used in the collection of classroom data through multi-stage sampling techniques. Descriptive statistics are then used to describe the basic features of the data in study. Results revealed that there are many dimensions from the DMEE valued at 0. This is an indication that teaching factors such as structuring, application, modelling or questioning did not occur at all in some Maldivian classrooms. However, on an average, across the teacher sample, enough time was detected (3 minutes) for structuring activities, 12 minutes for application activities. Though it is to be noted there are great variations in this find. The most important find from the study is that the minimum value recorded for all the teaching factors in the differentiation dimension is zero indicating there is no differentiated teaching detected in Maldivian classrooms as well. Implications are then drawn for teachers’ professional development in the Maldives.

Investigating the Patterns of Empathy and Classroom Environment Applied by Effective English Language Teachers

AbstractThe teachers’ fundamental role in the success of the students is inevitable. Thus, knowing the various traits and personality characteristics of effective teachers can be used as guidelines to foster inexperienced teachers’ teaching quality. Among the required teaching qualities, empathy and classroom environment set up are two vital concepts emphasized by researchers. Accordingly, through relying on mega planning, the present study was conducted to find the patterns of empathy and classroom environment utilized by effective teachers. The participants were 50 teachers and 300 language learners. Three instruments were employed, namely teacher effectiveness questionnaire, classroom environment questionnaire, and teacher empathy questionnaire. The results showed that the contributions of each sub-construct in teacher effectiveness in order of their priority are as follows: empathic concern, perspective taking, fantasy, and personal distress. Results from calculating frequency and percentage for classroom environment construct showed that the contributions of each respective sub-construct in teacher effectiveness in order of priority are as follows: participation, personalization, investigation, independence, and differentiation. The findings of the present study can enlighten policy makers and administrators to plan efficient courses of action and take useful steps in training novice teachers.

Physical Educators’ Attitudes Toward the Teaching Profession and Perceptions of School Climate

Teachers’ attitudes and enthusiasm about teaching are characteristics of effective teachers, and these characteristics affect student achievement. This study compared self-reported perspectives of secondary public school physical education (PE) teachers to all other secondary public school teachers regarding (a) attitudes toward the profession of teaching, (b) perceptions of their school climate and working environment, (c) job satisfaction, and (d) general characteristics and job responsibilities. Data were collected from a nationally representative sample of public school teachers in the United States. This study used descriptive statistics to describe secondary teachers’ perceptions of school climate, general characteristics, and attitudes toward teaching. Compared to teachers of other subjects, physical educators reported more job responsibilities outside of teaching and leadership roles in the school community. PE teachers also reported more positive levels of teacher satisfaction, professional support, and attitudes toward teaching. Based on these findings, recommendations related to physical educators’ attitudes and perceptions are provided.

Teacher effectiveness in Asian higher education contexts: a systematic review

ABSTRACT Teacher effectiveness has been a matter for extensive research and public debate, anchored around the need to capture its essence. While the complexity of teacher effectiveness in higher education has been discussed, it is unclear how this is conceptualised within Asian contexts. Critically unpacking the concept of teacher effectiveness, this systematic literature review acknowledges Hofstede’s Four-Dimensional Model of Cultural Differences and draws upon Faranda and Clarke’s framework of effective teaching to reveal the characteristics of effective teaching deemed important, the measures used to explore teacher effectiveness, and the factors that contribute to effective teaching in Asian higher education settings. In alignment with broader literature, the review identifies the importance of teachers’ delivery and rapport in Asian higher education contexts. The students in these studies, however, viewed effective teaching as encompassing a minimised teacher-student power distance, despite being situated in collectivist contexts which are defined by large power distances.

Effective Teacher Characteristics in Terms of Instructional Skills, Personality Traits, Subject Matter Knowledge and Professional Development

Bu araştırmanın amacı öğretmenlerin etkili öğretmen özelliklerinde kendilerini nasıl algıladıklarını görev yapılan okul türü, cinsiyet, kıdem ve branş değişkenlerine göre belirlemektir. Araştırmada nedensel karşılaştırma yöntemi kullanılmıştır. Veri toplama aracı olarak “Etkili Öğretmen Özellikleri Envanteri” kullanılmıştır. Çalışma grubunu devlet ve özel okullarında görev yapan 364 öğretmen oluşturmaktadır. Betimsel istatistikler ile karşılaştırma testleri kullanılmıştır. Araştırmada devlet okulu öğretmenlerinin alan bilgisinde kendilerini özel okul öğretmenlerine göre daha yetkin algıladığı, mesleki gelişimde özel okul öğretmenlerine göre mesleki gelişime daha çok önem verdiği; özel okul öğretmenlerinin ise öğretim becerilerinde kendilerini devlet okulu öğretmenlerine göre daha yetkin algıladıkları görülmüştür. Hem devlet hem de özel okul öğretmenleri kendilerini olumlu kişilik özelliklerinde görmektedir. Cinsiyet ve branş ise alan bilgisi, öğretim becerileri, kişilik özellikleri ve mesleki gelişim özelliklerinde farklılık yaratmamaktadır. Kıdem alan bilgisi, kişilik özellikleri ve mesleki gelişim özelliklerinde farklılık yaratmamakta ancak 0-5 yıl kıdeme sahip öğretmenlerin 21 yıl ve üzeri kıdeme sahip olanlara göre kendilerini öğretim becerilerinde daha yetkin algıladığı sonucuna ulaşılmıştır.

Effective teachers’ personality in strengthening character education

<span lang="EN-US">Personality is a silent sedentary nature, which affects the attitudes and behavior of every individual. For a teacher, personality will appear as a hidden curriculum, which affects how to teach and educate. This phenomenological research aimed to interpret the characteristics of effective teachers’ personality in strengthening character education. The participants in this study were 17 elementary, secondary, and high school teachers from nine districts in Indonesia. This participant was selected using purposive sampling technique (teachers who have more than 10 years of teaching experience). Data collection was carried out by interview. Qualitative data analysis was performed using the ATLAS.ti software. The data analysis stages in this study were data coding, data classification, and data interpretation. This study found 12 personality characteristics of teachers that are effective in strengthening character education, include able to behave as friends, able to be roles model, able to understand lessons, discipline, respectful of students, treat students impartially in terms of sanctions, patient, relaxed, willing to pursue life-long learning, master the skill of educating character, not known as fierce teachers, and perceived as joyful teachers. The effective teacher personality can provide understanding and improvement of character education in schools.</span>

Untangling Constructs of Characteristics of Effective Teaching at the Higher Institute of Sport and Physical Education (Tunis)

This study explored the characteristics of effective teaching, as observed by students at the Higher Institute of Sport and Physical Education (Ksar Saïd) at the University of Manouba, Tunisia. The study employed a descriptive survey method, and analyzed the data quantitatively. The respondents (n=199) were registered for general education courses, and a preconstructed interview schedule was used. The 69 characteristics of effective teaching were ascertained by the qualitative method through axial coding of general themes, in order to make recommendations for the Effective Teaching Program. The major findings are that the three important elements of effective teaching as perceived by students are academic qualifications, attitudes, and skills. It is important to mention that there are characteristics of effective teaching reveals attitudes and skills. Specific recommendations for the Effective Teaching Program are given in the paper, to strengthen teaching effectiveness.

A reexamination of pre-service physical education teacher attitudes toward school-based health-related fitness testing in the USA

Pre-service physical education teachers (PPETs) may be implementing health-related fitness testing (HRFT) in schools in the future. Thus, exploring their attitudes toward HRFT would help us understand physical education (PE) teachers’ attitudes toward HRFT. This study investigated PPET attitudes toward HRFT in the USA and the effects of teacher characteristics (i.e. gender, ethnicity, year in university, and previous experience with fitness tests) on attitudes. A total of 501 PPETs (283 males, 56.5%; 218 females, 43.5%) aged 28.12 years (SD = 7.34) were included. The previously validated PPETs’ attitudes toward HRFT survey was used to collect the data using Amazon’s Mechanical Turk. Confirmatory factor analysis and Cronbach’s alpha were first used to examine the validity and reliability of the instrument. Then analysis of variance and multivariate analysis of variance were performed to test overall attitude differences and attitude subdomain differences in teacher characteristics, respectively. The results generated by the reliable and valid scale indicated that only slightly positive overall attitudes toward HRFT were found among PPETs. Year in university had a significant effect only on the cognitive component of attitude. PPETs’ previous experience with fitness tests had significant effects on all aspects of attitudes. No gender or ethnicity differences were found, however. More efforts are needed to improve fitness education in both higher education and K-12 PE programmes in order to help students develop positive attitudes and experiences toward HRFT. Future studies should focus on exploring how PETE programmes prepare PPETs for using HRFT in K-12 programmes.

Untangling Constructs on Characteristics of Effective Teaching from a Higher Education Institution: Basis for Effective Teaching Program

The need of skilled workforce to meet the challenges of the 21st century puts teaching effectiveness to the forefront of higher education policies. Therefore, the current study explores the Characteristics of Effective Teaching (CET) as observed by the students from a higher education institution in the United Arab Emirates. The study employed a descriptive survey method wherein qualitative analysis of data was used. The respondents (N=199; 121 were females and 78 were males) are registered in General Education courses using a pre-constructed interview schedule. The 69 CETs had been ascertained by qualitative method through axial coding of general themes in order to come-up with recommendations pointing to Effective Teaching Program (ETP). The dominant characteristics of effective teaching as perceived by the student respondents were 21 items with “helpful” topping the list, followed by “knowledgeable,” “friendly,” “organized,” and “flexible.” Six classifications were derived from clustering the CET, namely: buddy type, accommodating type, cool type, academician type, techie type, and non-biased type. The major findings reveal that the three important elements of effective teaching as perceived by students are academic qualification, attitudes, and skills. Specific recommendations to ETP are also introduced in the paper to strengthen the quality of teaching effectiveness.