Enhance Teaching Effectiveness Research Articles

Quality Teaching in Ekiti State Secondary Schools: An Application of Ordinal Logistic Regression

This study investigates the quality of teaching in secondary schools in Ekiti State, Nigeria, using ordinal logistic regression to examine the impact of teacher demographics and teaching practices on student performance. The research focuses on teachers from six selected secondary schools within Ado-Ekiti, comprising a sample of 295 educators. Data were collected through a structured questionnaire administered via Google Forms and shared on WhatsApp platforms of the respondents. The study analyzes factors such as age, gender, educational background, teaching experience, lesson planning, technology integration, teaching methods, assessment practices, feedback provision, and professional development. Descriptive statistics and ordinal logistic regression were employed to assess the significance of these variables on student performance outcomes. Results indicate that older teachers and female educators positively influence student performance, while frequent integration of technology and rigid lesson planning negatively impact outcomes. The study also finds that regular feedback and active student participation significantly enhance performance. However, attending professional development workshops and the availability of teaching resources showed unexpected negative associations with student performance, suggesting potential issues with the applicability or effectiveness of these resources and training. The study highlights the importance of adaptive teaching methods, supportive administrative practices, and active student engagement in improving educational quality. These findings provide valuable insights for policy makers and educators aiming to enhance teaching effectiveness and student learning in secondary schools in Ekiti State.

Building Effective Values Educators: The Role of Emotional Intelligence and Instructional Efficacy

This study investigated the relationship between emotional intelligence and instructional efficacy among Grade 6 Values Education teachers in selected elementary schools in Hagonoy I District, Davao del Sur Philippines, focusing on emotional intelligence dimensions such as anxiety management, decision-making, time management, commitment ethics, and interpersonal relationships, alongside instructional efficacy indicators like efficiency, productivity, empathy, cooperation, and involvement. Using a descriptive-correlational research design, the study, conducted in selected elementary schools in Davao del Sur, Philippines, from 2015 to 2016, employed adapted and validated questionnaires to gather data from all Values Education teachers, ensuring a comprehensive sample size. Descriptive statistics analyzed mean scores and standard deviations, while correlation analysis examined the relationship between emotional intelligence and instructional efficacy. Results revealed that teachers exhibited high levels of emotional intelligence and instructional efficacy, with a significant positive correlation (r = 0.989, p = 0.001375 < 0.05), emphasizing the vital role of emotional intelligence in enhancing teaching effectiveness. These findings emphasized the importance of nurturing emotional intelligence among educators to improve instructional practices and achieve positive student outcomes in Values Education. The study contributes to theory by reinforcing the critical link between emotional intelligence and effective teaching, suggesting its integration into teacher education frameworks. Practically, it recommends targeted professional development programs to enhance teachers' emotional intelligence, promoting improved classroom management, stronger teacher-student relationships, and better educational outcomes.

Enhancing technological sustainability in academia: leveraging ChatGPT for teaching, learning and evaluation

Purpose This study aims to investigate the evolving role and impact of ChatGPT in higher education. It seeks to understand the applications, benefits and challenges associated with ChatGPT, focusing on its potential to enhance teaching, learning and assessment while addressing ethical considerations in the educational context. Design/methodology/approach Using a comprehensive literature review approach, this study systematically examined 29 existing studies and scholarly works related to ChatGPT in higher education. Synthesizing these findings offers a multifaceted view of the subject, encompassing applications, advantages, limitations and ethical implications. Findings The study indicates that ChatGPT can have a significant impact on personalized learning, lesson planning, providing feedback, creating study materials, generating quizzes and exam questions, supporting language learning, offering virtual teaching assistance, tutoring and fostering critical thinking. However, it also sheds light on the ethical issues and challenges associated with its use, including privacy and data protection, transparency and alignment with educational principles. Practical implications This study underscores the practical applications of ChatGPT in higher education, offering insights that can significantly enhance teaching, learning and assessment practices. By leveraging ChatGPT, institutions can personalize learning experiences and provide tailored feedback and streamlined assessment processes, thereby improving student engagement and understanding. In addition, the integration of ChatGPT as a virtual teaching assistant can enhance teaching effectiveness and efficiency by supporting classroom activities, providing additional resources and answering students’ questions in real-time. Originality/value The originality of this study lies in its comprehensive exploration of ChatGPT’s applications in higher education, offering a balanced perspective on opportunities and ethical considerations. By providing valuable insights, it equips educators and institutions with a deeper understanding of the ChatGPT’s potential and challenges in the educational landscape.

Exploring college students’ perceptions of STEAM education in China—Taking Jiang’xi province as example

STEAM (science, technology, engineering, arts, and mathematics) education has recently been encouraged and attracted much national attention. This qualitative study aimed to conduct a thematic analysis of college student STEAM open responses to provide an examination of college students’ perceptions of their STEAM experiences into the STEAM field. Based on transformative learning theory, a thematic analysis of 756 written responses to seven prompts by 108 college student participants revealed three primary themes: (1) exciting and challenging difficulties, and transdisciplinary learning in STEAM; (2) STEAM learning of gradual process, problem-oriented instruction, and creative problem solving; and (3) metacognition development in STEAM. The findings revealed that undergraduates’ STEAM perceptions provide strong support for STEAM implementation to enhance teaching effectiveness in higher education.

Reflections on Enhancing Higher Education Classroom Effectiveness Through the Introduction of Large Language Models

Objective: The objective of this study is to explore the potential of integrating Large language models (LLMs) into higher education to enhance teaching effectiveness. It investigates how LLMs can support personalized learning, improve teacher - student interaction, and foster content innovation. The study also addresses the challenges associated with the use of LLMs, including the transformation of the teacherʼs role, data privacy concerns, and technical limitations in handling complex cognitive tasks. Methods: A mixed - method approach was used, combining a literature review, survey, and case study analysis. The literature review focused on artificial intelligence applications in education, while a survey was conducted among 120 professors and 533 students from five universities in China to gather quantitative data on their experiences with AI in education. Case studies were also analyzed to assess the effectiveness of LLM - supported learning platforms in enhancing classroom engagement, interaction, and teaching outcomes. Results: The survey results revealed that 68% of professors and 74% of students found LLMs beneficial for personalized learning and improved classroom engagement. However, 58% of professors raised concerns regarding the changing role of teachers and data privacy issues, while 49% of students worried about over - reliance on AI affecting their independent learning. Case studies showed a 30% improvement in teacher - student interaction and a 25% increase in student engagement, although LLMs struggled with advanced cognitive tasks in specialized fields such as mathematics. Conclusion: The study concludes that while LLMs offer significant advantages in improving personalized learning and enhancing interaction, their integration into higher education must be managed carefully. Teacher training, ethical considerations, and data privacy safeguards are essential. Future research should focus on optimizing LLMs for specialized academic fields and exploring their combination with emerging technologies like virtual reality and augmented reality to create more interactive learning environments.

Navigating the Virtual Environment

In the ever-evolving landscape of higher education, the intersection of learning spaces and technology presents unprecedented opportunities to enhance student experiences. This poster highlights the effective use of 360-degree technology to create immersive digital learning experiences across various STEM disciplines in an Australian University. This poster demonstrates the implementation of Universal Design for Learning (UDL) principles in virtual laboratory tours. Our 360-degree virtual tours embody UDL's core principles (Meyer et al., 2014) by offering multiple means of engagement through immersive experiences, representation via diverse media formats (textual overlays, audible descriptions, graphical elements, and interactive hotspots). By adhering to digital accessibility guidelines (Ismailov & Chiu, 2022), it ensures that our virtual laboratory inductions cater to a wide range of learning preferences and needs, potentially enhancing the effectiveness of STEM education for diverse student populations. Traditional induction processes are often delivered face-to-face, facing challenges like time constraints, safety concerns, and limited accessibility. The COVID-19 pandemic has further highlighted the need for flexible, remote learning solutions (Rapanta et al., 2020). 360-degree virtual tours overcome barriers by immersing students in a digital environment, allowing them to become familiar with procedures before entering physical space (Tan & Tan, 2021). This technology also supports dynamic learning environments, enhancing teaching effectiveness and student engagement (Christopoulos et al., 2018). The effectiveness of 360-degree virtual tours has been demonstrated across various areas, from hospitality education to construction safety training (Pham et al., 2018; Patiar et al., 2017). Virtual tours offer numerous benefits, including cost-effectiveness, accessibility, and enhanced engagement. They also support authentic, experiential learning without time or location constraints, potentially improving knowledge retention and attitudes toward learning (Cardona et al., 2023). A key benefit of 360-degree technology is its web-based implementation, making experiences accessible across a wide range of devices and operating systems. While implementation may require some initial investment in hardware and expertise, the availability of consumer-grade tools and simple workflows makes adoption increasingly feasible for educators (Tan & Tan, 2021). This poster outlines the process of developing, implementing, and evaluating 360-degree virtual tours. The development phase began with the implementation of virtual tours in ten laboratories with large enrollments. Using specialised cameras (Insta360 X3), we captured spherical photographs of these laboratories, allowing students to virtually explore as if physically present. To enhance interactivity and educational value, we integrated various elements such as hotspots, videos, and quizzes using SharePoint Space and H5P platforms. The implementation phase involved incorporating these virtual tours into the online laboratory induction process. We seamlessly integrated the tours with existing course management systems to ensure easy access for students. For evaluation, we focused on qualitative assessment methods to gain insights into student experiences and perceptions on aspects such as ease of navigation, perceived realism, and overall utility of the virtual tours. This assessment was conducted through surveys and informal discussions, offering valuable feedback on the virtual tours' effectiveness in preparing students for physical laboratory work.

The Impact of Real-Time Feedback on Optimizing Teachers’ Classroom Teaching Pace

Optimizing teaching pace is vital for effective instruction, influencing student engagement and learning outcomes. This paper examines the role of real-time feedback in refining instructional pacing, utilizing tools like natural language processing and interactive technologies to provide immediate, actionable insights. These insights enhance teaching effectiveness and classroom management. Real-time feedback offers psychological and pedagogical benefits. It reduces teacher anxiety, boosts confidence, and fosters a growth mindset, enabling quick adaptation to classroom dynamics. Pedagogically, it encourages a student-centered approach, integrating immediate student feedback to enhance engagement and collaboration. The paper highlights real-time feedback’s transformative potential in creating responsive and adaptive learning environments.

The effectiveness of the physical education curriculum following the Sports Club model on the physical development of high school students in Vietnam

Background and Study Aim. The physical development of high school students is often hindered by the limitations of traditional physical education programs, which may not fully engage students or promote balanced physical growth. In light of these concerns, the need to explore alternative educational models that can enhance students' physical development has become evident. The purpose of this article is to evaluate the potential effectiveness of a physical education curriculum following the Sports Club model in improving the physical development of high school students. Material and Methods. A total of 84 female 10th-grade students participated in the study. They were divided into two groups: an experimental group of 42 students following the Sports Club model and a control group of 42 students following the current physical education curriculum. The experiment lasted for 17 weeks. Both groups completed initial and final physical fitness tests. These tests included the 30-second sit-up test (to assess core strength), the 30-meter sprint test (to measure speed), the 4 × 10-meter shuttle run test (to evaluate agility), the standing long jump test (to measure explosive leg power), and the 5-minute running field test (to assess endurance). Results. The female students in the experimental group demonstrated greater physical development compared to the control group in all five assessment tests. The experimental group showed the most significant improvement in the 30-second sit-up test, with a growth rate of 26.71%. The lowest growth was observed in the 5-minute running field test, at 9.92%. In contrast, the control group showed its highest improvement in the 30-second sit-up test, with a growth rate of 9.44%. However, there was minimal to no improvement in the 4 × 10-meter shuttle run and the 5-minute running field test for the control group. Conclusions. The Sports Club model improved students' physical fitness more effectively compared to the current curriculum, offering greater benefits in all tested areas. It is recommended that teachers further integrate and refine the implementation of the Sports Club model in future physical education programs to enhance teaching effectiveness.

Research on the Application of Intelligent Technologies in Equipment Management of Vocational Logistics Training Rooms

As the importance of vocational logistics training rooms in education continues to grow, issues such as low equipment management efficiency, untimely maintenance, and underutilization of resources have become increasingly apparent, severely impacting teaching effectiveness. The rapid development of intelligent technologies offers new solutions in this field. Technologies such as the Internet of Things (IoT), artificial intelligence (AI), and big data analytics are widely applied in the logistics industry and gradually provide efficient and refined management methods for vocational logistics training room equipment management. This study analyzes the shortcomings of existing management models, explores key applications of intelligent technologies in real-time equipment monitoring, maintenance optimization, and resource scheduling, and constructs an intelligent equipment management system aimed at improving management efficiency, reducing maintenance costs, and enhancing teaching effectiveness. The research provides theoretical support and practical references for the intelligent transformation of equipment management in vocational logistics training rooms.

The impact of university basketball course settings on students' physical health

With the increasing societal focus on students' physical health, university basketball courses have gradually been integrated into the educational system as an important physical education course. Basketball courses not only enhance students' physical fitness but also positively impact healthy behaviors and mental health. However, systematic research on how basketball courses specifically affect students' physical health remains insufficient. This paper analyzes the teaching content and structure of university basketball courses, their implementation, and existing issues to explore their impact on students' physical fitness, health behaviors, and mental health, and proposes suggestions for course optimization. The study finds that basketball courses have a significant effect on improving physical fitness, promoting healthy behaviors, and enhancing mental health, but there are still problems in course design, student participation, and teaching effectiveness. Therefore, this paper suggests optimizing course design, improving student participation, and enhancing teaching effectiveness to better promote students' physical health.

Teacher Support as Predictor of Student Engagement in College English Course in Selected HEIS in China

This study adopted quantitative method to investigate the predictive role of teacher support in student engagement in College English courses at selected universities in China. The study population consisted a sample size of 379 students and 124 teachers, and assessed the level of teacher support in terms of emotional, academic, and instrumental support, as well as behavioral, emotional, and cognitive aspects of student engagement. Through Mann-Whitney U test and multiple linear regression analysis, the study revealed the teacher-student differences in perceptions of teacher support and student engagement and also the predictive role of teacher support on student engagement, with implications for enhancing educational practices. The study revealed that both teachers and students rated teacher support positively in terms of emotional, academic, and instrumental support, with slight differences. There was no significant difference between teacher and student assessments of overall teacher support, though students rated emotional support higher. However, a significant difference was found in the assessment of student engagement, where students rated their engagement—especially emotional engagement—higher than teachers. Also, it was found that academic and instrumental support were significant predictors of student engagement, with academic support having the strongest impact. Based on these findings, a teacher support program is proposed to enhance student engagement in College English classes. The findings of this study have implications for teacher professional development in higher education. It highlights the importance of teacher support, especially academic and instrumental support, teachers towards boosting student engagement in College English class. Schools should prioritize ongoing training that helps teachers better understand and meet students’ academic and emotional needs, while also improving their ability to provide practical instrumental support. Professional development programs that strengthen and improve these areas can enhance teaching effectiveness, reduce discrepancies in student engagement perceptions, and ultimately improve student academic performance in College English classes in China.

Stress levels of science teachers when delivering distance education instruction in a state college during the COVID-19 pandemic

The COVID-19 pandemic has dramatically reshaped education worldwide, compelling institutions to rapidly adopt distance education models. Among those most affected are science educators, who face unique challenges in transitioning traditional classroom instruction to virtual platforms. Understanding the stressors experienced by science teachers during this shift is crucial not only for their well-being but also for the effectiveness of educational delivery. This study aims to investigate the stress levels and sources of stress experienced by science teachers at Zamboanga State College of Marine Sciences and Technology (ZSCMST) during the shift to distance education. The specific objectives were to determine the overall stress levels, identify the least stressful pre-identified causes of stress, compare the significance of different categories of stressors, and develop an intervention program based on the findings. A descriptive comparative research design with a quantitative approach was used, involving a purposive sample of 45 science teachers. Data were collected through a structured questionnaire, which included sections on demographic information, perceived stress levels, and specific stressors related to professional skills, technical skills, work-home conflict, and support systems. The data were analyzed using descriptive statistics and one-way ANOVA. The results indicated that science teachers experienced moderate to high levels of stress, with professional and technical skills being the most prominent stressors. Support systems, although somewhat helpful, still contributed to the overall stress levels. The findings highlight the need for targeted interventions to alleviate these stressors, such as professional development programs, enhanced support systems, and policies addressing work-home conflict. In conclusion, this study underscores the importance of addressing the specific stressors identified to improve the well-being of science teachers and the effectiveness of distance education. Further research is recommended to develop and evaluate interventions aimed at reducing teacher stress, enhancing teaching effectiveness, and understanding the long-term impact of these interventions in digital environments.

Foreign language teachers' PERMA well-being and life satisfaction: Mediating role of teaching effectiveness

BackgroundTeacher well-being, encompassing emotional, psychological, and social dimensions, significantly influences teaching effectiveness. Understanding the factors that enhance teacher well-being and effectiveness is crucial, particularly amidst global teacher shortages and high turnover rates. MethodThe present study gathered data from 252 university-level foreign language teachers from eight provinces in China. Participants completed measures assessing well-being (using the PERMA model), teaching effectiveness, and life satisfaction scales through online surveys. Data were analyzed using JASP and SPSS for regression and mediation analyses. ResultsThe findings revealed that Positive emotions and relationships significantly predicted life satisfaction, while accomplishment significantly predicted teaching effectiveness. Both teaching effectiveness and overall well-being were significant predictors of life satisfaction. However, teaching effectiveness did not significantly mediate the relationship between overall well-being and life satisfaction, indicating that these factors independently contribute to life satisfaction. ConclusionOur findings share the inclusion of PERMA principles in enhancing teaching effectiveness and life satisfaction among foreign language teachers. Constructive future directions are suggested for professional development for improving teacher well-being and effectiveness.

Construction of University Football Basic Teaching and Training System Based on Object Detection and Tracking Algorithm

Football, often referred to as soccer outside the UK and Europe, is a highly popular activity on many university campuses. As a result, football training programs are offered across many institutions, training students at a range of skill levels. Therefore, this paper investigates a deep learning (DL)-based algorithm for recognizing and tracking targets in sports training videos. The study specifically addresses those videos tailored to identifying small targets, by generating new multi-scale features and modifying anchor point generation rules. Experimental results demonstrate the algorithm's strong performance in tracking football targets. Compared to Histogram of Oriented Gradients, the DL-based model achieved a 29.58% increase in accuracy and a 39.68% decrease in error rates when recognizing football player movement features. This algorithm accurately locates the edge contours of a football player's movements, meaning that universities can, and should, actively reform football teaching and training to enhance teaching effectiveness by utilizing this powerful algorithm.

Teachers’ Capacity Building Through Professional Development Training Program: A Perceived Perspective of New Appointed Faculty of Ghazi University

This research on teachers' capacity building through professional development training programs is crucial as it addresses the evolving needs of newly appointed faculty at Ghazi University. In a rapidly changing educational landscape, professional development is key to enhancing teaching effectiveness, fostering pedagogical innovation, and improving student outcomes. The leadership of Ghazi University decided to organize the training session for newly appointed faculty to update their professionalism for the quality work at work place. This responsibility was given to the department of education, Ghazi University to conduct the capacity building session. Insightful support was ensured by the university bodies i.e. director ORIC, director QEC, director FAD, director academic, director IT, controller examinations and registrar office of the university. Population was confined to newly appointed faculty at Ghazi University in 2021 that was 133 in total. The census sampling technique was used to collect the data as the whole population was approached. Self-developed questionnaire at five point Likert type scale was used to gather the information. Cronbach alpha value of the tool was 0.948. Only 100 respondents responded. Analysis was done by applying mean score, standard deviation, Pearson correlation and multiple regression analysis. There was positive and significant correlation of teachers’ capacity building through professional development training program at university level. It was recommended that such training program must be conducted at university level for effective quality work.

The Relationship between Educational Technology Integration, Classroom Management, and Student-Centred Learning on Teaching Effectiveness and Student Learning Outcomes in Indonesian

This study investigates the relationship between educational technology integration, classroom management, and student-centred learning on teaching effectiveness and student learning outcomes in Indonesian schools. Utilizing a quantitative analysis approach, data were collected from 285 teachers through a structured questionnaire employing a Likert scale ranging from 1 to 5. The data were analyzed using Structural Equation Modeling-Partial Least Squares (SEM-PLS 3) to test the proposed hypotheses. The findings indicate that all the examined relationships are both positive and significant. Specifically, integrating educational technology is shown to enhance teaching effectiveness and improve student learning outcomes. Additionally, effective classroom management positively influences teaching effectiveness and fosters a student-centred learning environment, which in turn leads to better student learning outcomes. These results highlight the critical role of technology integration, effective classroom management, and student-centred learning in boosting teaching effectiveness and student achievement in Indonesian schools. The study offers valuable insights for educators, policymakers, and stakeholders looking to enhance educational practices through the strategic implementation of these components.

The Influence of Individual Differences in College English Dialogue Teaching

This study analyzed the impact of individual differences among students on college English conversation teaching and proposed corresponding teaching strategies. Research suggests that differences in students' language abilities, personalities, and learning styles may have a positive or negative impact on teaching. Through literature review and case analysis, the paper explores the specific impacts of these differences and proposes strategies such as personalized teaching, emotional teaching, and group collaboration to enhance teaching effectiveness. The study emphasizes the importance of teachers in adapting to individual differences among students and provides guidance for educational practitioners.

A cross sectional investigation of ChatGPT-like large language models application among medical students in China

ObjectiveTo investigate the level of understanding and trust of medical students towards ChatGPT-like large language models, as well as their utilization and attitudes towards these models.MethodsData collection was concentrated from December 2023 to mid-January 2024, utilizing a self-designed questionnaire to assess the use of large language models among undergraduate medical students at Anhui Medical University. The normality of the data was confirmed with Shapiro-Wilk tests. We used Chi-square tests for comparisons of categorical variables, Mann-Whitney U tests for comparisons of ordinal variables and non-normal continuous variables between two groups, Kruskall-Wallis H tests for comparisons of ordinal variables between multiple groups, and Bonferroni tests for post hoc comparisons.ResultsA total of 1774 questionnaires were distributed and 1718 valid questionnaires were collected, with an effective rate of 96.84%. Among these students, 34.5% had heard and used large language models. There were statistically significant differences in the understanding of large language models between genders (p < 0.001), grade levels (junior-level students and senior-level students) (p = 0.03), and major (p < 0.001). Male, junior-level students, and public health management had a higher level of understanding of these models. Genders and majors had statistically significant effects on the degree of trust in large language models (p = 0.004; p = 0.02). Male and nursing students exhibited a higher degree of trust in large language models. As for usage, Male and junior-level students showed a significantly higher proportion of using these models for assisted learning (p < 0.001). Neutral sentiments were held by over two-thirds of the students (66.7%) regarding large language models, with only 51(3.0%) expressing pessimism. There were significant gender-based disparities in attitudes towards large language models, and male exhibited a more optimistic attitude towards these models (p < 0.001). Notably, among students with different levels of knowledge and trust in large language models, statistically significant differences were observed in their perceptions of the shortcomings and benefits of these models.ConclusionOur study identified gender, grade levels, and major as influential factors in students’ understanding and utilization of large language models. This also suggested the feasibility of integrating large language models with traditional medical education to further enhance teaching effectiveness in the future.

Learning approach and learning effect of undergraduates in blended learning of business courses: Evidence from China

Research on implementing blended learning in higher education has been extensive, but there is limited research on the relationship between students' entry characteristics, learning approaches, and learning effects, particularly in business education. This study was conducted during the COVID-19 pandemic in a blended teaching environment, surveying undergraduate students in Shanghai who were enrolled in business courses in the same semester. The study analyzed the connection between learning approaches and learning effects using the Revised Two-Factor Study Process Questionnaire (R-SPQ-2F) and students’ exam scores. The research findings revealed that students with deep learning approaches achieved higher average scores than those with surface learning approaches. Students' gender, age, academic year, academic background, and whether a course was mandatory or elective were found to have a significant relationship with their learning approaches. Furthermore, students' gender, age and academic year were significantly related to their final exam scores. However, there was no significant difference in the academic performance of students with different learning approaches, and certain exam formats and scopes may not influence quantitative learning effects. Based on these findings, curriculum developers in business education can consider offering general courses to underclassmen to help them gain a comprehensive understanding of their chosen field, encouraging upperclassmen to take cross-disciplinary courses, and urging instructors to utilize blended teaching methods to enhance teaching effectiveness.

Phenomenological Study of English Language Teachers in Pakistan

English language education in Pakistan holds significant importance, serving as both a medium of instruction and communication. Firstly, the study seeks to identify the professional traits; secondly, to explore the opportunities for professional development, available to English language teachers; and thirdly, the research seeks by addressing these objectives, this research contributes to a deeper understanding of the complexities surrounding English language teaching in the Pakistani context and offers valuable insights for enhancing teaching effectiveness and teachers’ competency. The study was qualitative in nature. Population of the study were all teachers those are serving on post graduate level. The researcher selected 30 participants for the research study. For the collection of data researcher constructed the interview according to the objectives of the study. Researcher conducted the interview of the participants. By using thematic analysis, the researcher analyzed the data and the results of the study indicated that majority of participant reported that effective English teachers have good verbal and written communication skills, which allow them to convey complex concepts and ideas clearly and understandably. Furthermore, they used group activities, discussions, and projects that engage students and encourage them to take ownership of their learning. Majority of participants reported that technological proficiency is one of their salient features. Incorporating technology into the teaching process can enhances engagement and provides access to a wealth of online resources. It helps the students to take part in classroom activities effectively. Additionally, most of the ELTs mentioned that various educational activities such as workshops to train the teachers for curriculum development and assessment techniques can be helpful for English language teachers. Enhancement of professional skills among English teachers will play an important role to promote English Language in Pakistan. Teacher may have the discussion and exchange the ideas for better teaching in English Language Teaching Workshops, conferences, and seminars.