Journal articles: 'Teacher characteristics'

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Hughes, Gail D. "Teacher Retention: Teacher Characteristics, School Characteristics, Organizational Characteristics, and Teacher Efficacy." Journal of Educational Research 105, no. 4 (June 2012): 245–55. http://dx.doi.org/10.1080/00220671.2011.584922.

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KHOO, NUR AINI KHOO BINTI AHMAD FUAD. "Looking Through Different Points of Views: Characteristics of a Good Mathematics Teacher." ASM Science Journal 17 (May 17, 2022): 1–14. http://dx.doi.org/10.32802/asmscj.2022.859.

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Mathematics is essentially used in many fields. Due to its importance, nurturing mathematical knowledge in students is deemed crucial in education now. Providing a good mathematics teacher is an important factor in developing students' mathematical skills and knowledge. This study aims to explore the characteristics of a good mathematics teacher from the points of view of teachers and students. In order to investigate the characteristics, this study employed a qualitative method using semi-structured interviews and focus group sessions involving twenty-three informants consisting of mathematics teachers and students. The informants were purposively selected from several schools in the southern region of Malaysia. Once the data were collected, they were qualitatively analysed using thematic analysis. Based on the findings, there are two main perspectives on the characteristics of a good mathematics teacher based on the teacher's and student's perspectives. Teachers define the characteristic of a good mathematics teacher from the aspects of the teacher's knowledge and experience. In comparison, students viewed it from the aspects of teachers' personalities, teaching styles, and delivery instructions. So, in conclusion, mathematics teachers and students have different points of view when describing the characteristics of a good mathematics teacher.

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Kuswadi, Dedi, Getty Situmorang, Layla Ramadhani, Muhammad Ihsan, and Watnika Purnama Sari. "PENGARUH KECERDASAN EMOSIONAL GURU, KARAKTERISTIK PEKERJAAN DAN KEMATANGAN EMOSI TERHADAP KINERJA GURU DI MADRASAH TSNAWIYAH NEGERI 3 KABUPATEN SIMALUNGUN." JEKKP (Jurnal Ekonomi, Keuangan dan Kebijakan Publik) 2, no. 2 (January 7, 2021): 139–48. http://dx.doi.org/10.30743/jekkp.v2i2.3389.

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The problem formulation of this research is how the influence of teacher emotional intelligence on teacher performance. How the characteristics of the work affect the performance of teachers. How emotional maturity affects teacher performance. How the teacher's emotional intelligence, work characteristics and emotional maturity affect the teacher's performance. The purpose of this study was to find out the influence of teacher's emotional intelligence on teacher performance. To find out the effect of work characteristics on teacher performance. To know the effect of emotional maturity on teacher performance. To find out the influence of the teacher's emotional intelligence, work characteristics and emotional maturity on the teacher's performance. The sample in this study amounted to 39 teachers. The data analysis techniques used in this study are descriptive analysis and multiple linear regression analysis. The results of this study explain that the variables of the teacher's emotional intelligence have a positive and significant effect on the teacher's performance. The variable characteristics of the work have a positive and significant effect on the teacher's performance. Variable emotional maturity has a positive and significant effect on teacher performance. The teacher's emotional intelligence variables, work characteristics and emotional maturity have a positive and significant effect on the teacher's performance.

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Yüksel, Mehmet. "Evaluating Chemistry Teachers Within the Context of Teacher Characteristics." Journal of Education and Training Studies 7, no. 11 (August 29, 2019): 72. http://dx.doi.org/10.11114/jets.v7i11.4441.

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There are several characteristics arising from the role that education and training activities impose on teachers. That teachers have different characteristics stems from the fact that the teaching role has a multi-dimensional behavior pattern. Therefore, teacher characteristics are being researched in various fields of science and various subjects. One of these domains is about the characteristics of chemistry teachers. Teacher characteristics are decisive for both effective education and educational improvement. Therefore, it is important to analyze the characteristics of chemistry teachers within a systematic approach. The aim of this study is to try to propose a multi-criteria model for the analysis of characteristics of chemistry teachers and their evaluation in the context of teacher characteristics. With the multi-criteria decision-making model proposed in the study, a 9th grade chemistry teacher was evaluated in detail and holistically. The proposed model allowed the evaluation of teacher characteristics on the basis of cognitive, affective and psychomotor dimensions. In this study, the level of the roles of each of teacher characteristics in evaluating the effectiveness of chemistry education was also determined. Furthermore, the competence level of the chemistry teacher in this study was determined based on each characteristic.

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Kim, Young-il, and Anne L. Corn. "The Effects of Teachers’ Characteristics on Placement Recommendations for Students with Visual Impairments." Journal of Visual Impairment & Blindness 92, no. 7 (July 1998): 491–502. http://dx.doi.org/10.1177/0145482x9809200709.

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This article reports on a study of 116 certified teachers of students with visual impairments who responded to a questionnaire containing a teacher-efficacy scale, a hypothetical case report, and questions about the teachers. The study found that a teacher's current job placement was the most distinctive teacher variable affecting the teacher's placement recommendations for students. Other teacher variables that influenced these recommenations were type of community, teaching efficacy, and years of teaching experience in a specific setting.

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Angrist, Joshua D., and Jonathan Guryan. "Teacher Testing, Teacher Education, and Teacher Characteristics." American Economic Review 94, no. 2 (April 1, 2004): 241–46. http://dx.doi.org/10.1257/0002828041302172.

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Kasimatis, Κaterina, Andreas Moutsios-Rentzos, Anna Stasinoulia, and Theodora Papageorgiou. "Investigating students’ conceptions about the characteristics of the effective teacher." New Trends and Issues Proceedings on Humanities and Social Sciences 7, no. 1 (July 2, 2020): 149–57. http://dx.doi.org/10.18844/prosoc.v7i1.4879.

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In this article, we report a quantitative study that investigated the conceptions of secondary school students with regard to the characteristics of the effective teacher. Our purpose was to obtain a profile of the effective teacher, focusing on three dimensions: (a) the interpersonal relationship between teachers and students, (b) the teacher's justice and impartiality, and (c) the teaching strategies that have a direct influence on enhancing student involvement and learning. The questionnaire was used as a research tool. The analysis of the data revealed that students consider justice, impartiality and the interpersonal relationship between teachers and students as important characteristics of the effective teacher, whereas the teaching strategies have less importance for them. In addition, it revealed statistically significant differences in the profile of the effective teacher with respect to the students’ gender and grade and positive correlations between self-identified attainment, interpersonal relationships and teaching strategies. The students had the opportunity to express their views about the effective teacher and the teachers to improve their teaching practice and to gain a more complete picture of their students' expectations. Keywords: Effective teacher; effective teaching.

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Kose, Akif, and Mehmet Uzun. "Prospective Teachers’ Views on Effective Teacher Characteristics and Their Occupational Self-efficacy Perceptions in terms of These Characteristics." Educational Process: International Journal 7, no. 1 (January 15, 2018): 60–73. http://dx.doi.org/10.22521/edupij.2018.71.5.

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Cloer, Thomas Jr, and William A. Jr Alexander. "Inviting Teacher Characteristics and Teacher Effectiveness." Journal of Invitational Theory and Practice 1, no. 1 (February 8, 2022): 31–42. http://dx.doi.org/10.26522/jitp.v1i1.3727.

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School systems that attempt to respond to outside pressures of accountability have an obligation to seek changes that make schools and teaching more effective. Any factor, including affective factors, proven to have an impact on the degree of teacher effectiveness should be carefully considered by administrators.

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Hill, Heather C., Charalambos Y. Charalambous, and Mark J. Chin. "Teacher Characteristics and Student Learning in Mathematics: A Comprehensive Assessment." Educational Policy 33, no. 7 (February 14, 2018): 1103–34. http://dx.doi.org/10.1177/0895904818755468.

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Diverse stakeholders have an interest in understanding how teacher characteristics—their preparation and experience, knowledge, and mind-sets and habits—relate to students’ outcomes in mathematics. Past research has extensively explored this issue but often examined each characteristic in isolation. Drawing on data from roughly 300 fourth- and fifth-grade teachers, we attend to multiple teacher characteristics and find that experience, knowledge, effort invested in noninstructional activities, and participation in mathematics content/methods courses predict student outcomes. We also find imbalances in key teacher characteristics across student populations. We discuss the implications of these findings for hiring and training mathematics teachers.

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Sahlim, Muh. "The Functional Characteristics of Teacher Talks In English Classroom." Pepatudzu : Media Pendidikan dan Sosial Kemasyarakatan 13, no. 2 (February 25, 2018): 133. http://dx.doi.org/10.35329/fkip.v13i2.112.

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The aim of this research is to identify functional characteristics of English teacher talks when delivering material in English classroom for target students in Makassar Islamic University. The design of this research is descriptive qualitative. The data are obtained from talks of four teachers through observation, recording, interview and field notes. The teacher talks are carefully transcribed. The data are analyzed by categorizing the teachers’ talks to find out the functional characteristics of the talks. The research indicated nine functional characteristics of teacher talks: introducing material, correcting, repeating, explaining, defining, giving example, clarifying, questioning and encouraging. Each functional characteristic is employed to make the teaching process meaningful for the students’ comprehensions.

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Sari, Mike Nurmalia. "CLASSROOM INTERACTION PATTERNS AND TEACHERS-STUDENTS PERCEPTIONS ON ENGLISH CLASSES AT SMAN 2 BUKITTINGGI WEST SUMATRA." Komposisi: Jurnal Pendidikan Bahasa, Sastra, dan Seni 19, no. 2 (November 30, 2018): 149. http://dx.doi.org/10.24036/komposisi.v19i2.10037.

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This article aims to describe the results of research on interaction patterns and characteristics of classroom interaction in teaching and learning activities in English class in Bukittinggi West Sumatera, as well as perceptions of students and teachers to the interaction. This research type is descriptive and research data is classroom discourse between teacher and student when studying English, as well as questionnaire of student and teacher to class interaction. Participants are 4 English teachers with 3 meetings for each teacher (12 meetings). The research used classification theory of class interaction type from Lindgren (1981), Wajnryb (1992), and El-Hanafi (2013), while for interaction characteristics used Flanders' Interaction Analysis Code (FIAC) model. The results of this study indicate that the dominant interaction pattern is teacher-student with one way traffic interaction, while the dominant interaction characteristic is the cross content. From teacher perception, dominant interaction pattern is student-student interaction and dominant interaction characteristic is teacher support. Whereas from student perception, dominant interaction pattern is teacher-student with two-way traffic interaction, and characteristic of dominant interaction is content cross. It can be concluded that the interaction pattern and the interaction characteristics that occur in the teaching and learning process are strongly influenced by the material and skills taught by the teacher

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Freeman, Harvey R. "Perceptions of Teacher Characteristics and Student Judgments of Teacher Effectiveness." Teaching of Psychology 15, no. 3 (October 1988): 158–60. http://dx.doi.org/10.1207/s15328023top1503_18.

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This study examined the relationship between perceived teacher attractiveness, expertness, and trustworthiness and student judgment of teacher effectiveness. Three teachers who taught both an introductory and an advanced psychology course participated in the study. Students completed the Counselor Rating Form–Short version (CRF–S) and rated the teacher on effectiveness. Results indicated that each of the subscales of the CRF–S was positively related to perceived teacher effectiveness. The results also suggested that it may be useful to conceptualize teaching as a social influence process. Factors extensively researched by social and counseling psychologists may be important in understanding the classroom situation.

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Harris, Karen R., Glennelle Haepin, and Gerald Haepin. "Teacher Characteristics and Stress." Journal of Educational Research 78, no. 6 (July 1985): 346–50. http://dx.doi.org/10.1080/00220671.1985.10885628.

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Lupascu, Andreia Ramona, Georgeta Pânisoară, and Ion-Ovidiu Pânisoară. "Characteristics of Effective Teacher." Procedia - Social and Behavioral Sciences 127 (April 2014): 534–38. http://dx.doi.org/10.1016/j.sbspro.2014.03.305.

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Meijer, C. J. W. "Teacher characteristics and schoolfailure." European Journal of Psychology of Education 3, S1 (January 1988): 117–18. http://dx.doi.org/10.1007/bf03326340.

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Gunasekare, Ukwatta Liyanage Thamara Priyanthi. "Teacher Leadership: Charismatic Characteristics of Sri Lankan School Teachers." KINERJA 23, no. 2 (October 23, 2019): 143–52. http://dx.doi.org/10.24002/kinerja.v23i2.2417.

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This study identifies a number of charismatic leadership characteristics of school teachers in Sri Lanka. Since charisma is an instrumental asset in any work context, leaders’ charismatic characteristics can make extraordinary effects on follower toward mission accomplishment. In the teaching-learning context, teachers are viewed as great leaders that make magnificent transformations in the students. A teacher becomes the leader in the classroom as well and they are playing a significant role to build a culture of learning in the classroom that, finally everyone benefits. Therefore charismatic leadership characteristics in teachers as leaders can make the teaching-learning process more and more effective. This study followed a qualitative research approach, collecting data from interviewing twenty school teachers. It was reported that most of the school teachers are leaders with charismatic characteristics such as mission formulation for the students, unconditioned commitment towards the students’ accomplishments, trust on the students, taking personal risk in directing students, demonstration of unusual behaviors and emotional arousal through attractive communication. The implication of this study is imperative for teacher training and performance appraisals.Keywords: Teacher leadership, charismatic leadership, teaching-learning process, school teachers

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Keng, Chia Soo, Diong Cheong Hoong, and Toh Kok Aun. "Professional Characteristics and Teacher Professionalism of Secondary School Teachers." Singapore Journal of Education 14, no. 1 (January 1994): 55–66. http://dx.doi.org/10.1080/02188799408547725.

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Newton, Xiaoxia A., Linda Darling-Hammond, Edward Haertel, and Ewart Thomas. "Value-Added Modeling of Teacher Effectiveness: An Exploration of Stability across Models and Contexts." education policy analysis archives 18 (September 30, 2010): 23. http://dx.doi.org/10.14507/epaa.v18n23.2010.

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Recent policy interest in tying student learning to teacher evaluation has led to growing use of value-added methods for assessing student learning gains linked to individual teachers. VAM analyses rely on complex assumptions about the roles of schools, multiple teachers, student aptitudes and efforts, homes and families in producing measured student learning gains. This article reports on analyses that examine the stability of high school teacher effectiveness rankings across differing conditions. We find that judgments of teacher effectiveness for a given teacher can vary substantially across statistical models, classes taught, and years. Furthermore, student characteristics can impact teacher rankings, sometimes dramatically, even when such characteristics have been previously controlled statistically in the value-added model. A teacher who teaches less advantaged students in a given course or year typically receives lower effectiveness ratings than the same teacher teaching more advantaged students in a different course or year. Models that fail to take student demographics into account further disadvantage teachers serving large numbers of low-income, limited English proficient, or lower-tracked students. We examine a number of potential reasons for these findings, and we conclude that caution should be exercised in using student achievement gains and value-added methods to assess teachers’ effectiveness, especially when the stakes are high.

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Baek, Yujin, and Youngmin Park. "An Analysis of Korean Language Teachers' Pronunciation Clarity: Focusing on the Acoustic Characteristics of Vowels [i], [u], [a]." Korean Association For Learner-Centered Curriculum And Instruction 22, no. 17 (September 15, 2022): 527–39. http://dx.doi.org/10.22251/jlcci.2022.22.17.527.

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Objectives The purpose of this study is to propose the necessity and to provide information for Korean teacher's pronunciation education by examining the pronunciation clarity of Korean teacher by analyzing Korean teacher's pronunciation of [i], [u], and [a]. Methods To this end, in this study, the characteristics of pronunciation clarity of Korean teachers were examined by collecting voice data of 82 Korean teachers, analyzing F1 and F2 of the vowels, and displaying F1 and F2 coordinates on a two-dimensional plane to calculate the Euclidean distance and the width of vowel triangle. In addition, Korean language teachers were classified by gender and career to examine whether there were differences in pronunciation clarity by group. Results First, it was found that F1, F2 for the pronunciation of [i], [u], [a] of Korean language teachers showed a similar tendency to general Korean speakers. Second, it was found that Korean language teachers had lower pronunciation clarity than general Korean speakers. Third, it was found that female teachers clarified their pronunciation compared to male teachers. Fourth, it was found that the difference in pronunciation clarity according to the career of a Korean language teacher was not large. Conclusions It is necessary to operate an educational program to increase the pronunciation clarity of teachers in the teacher training and teacher re-education process. In particular, pronunciation education for male teachers needs to be concentrated rather than female teachers, and education programs need to be organized so that Korean teachers with more than 10 years of experience can clearly pronounce [u].

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Li, Shiyun. "An Investigation of Teacher Feedback Types and Characteristics in Senior High School Classes." Asian Education Studies 7, no. 1 (February 14, 2022): 17. http://dx.doi.org/10.20849/aes.v7i1.1014.

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This paper studies types and characteristics of the teacher classroom feedback through the investigation of 22 classes of 22 senior high school English teachers. Non-participatory observation method was adopted to examine types and characteristics of teacher feedback based on the videos of the 11th National Senior High School English Teaching Demonstration. The purpose of this study is to find out existing problems of teacher feedback so as to improve senior high school English teachers' teaching ability. According to classroom observation and data analysis, the types of the teacher feedback include positive feedback, negative feedback and multiple feedback. The characteristics of the teacher feedback are as follows: among 3 feedback types, positive feedback is the most frequently used one and negative feedback is often used with positive feedback. The existing problems in teachers' feedback are: general feedback including matter-of-fact praise and general praise is often given by teachers; students are often interrupted by teacher feedback; the teacher feedback focuses more on form of student language than on meanings of interaction between teachers and students. In terms of the types, characteristics and problems of teacher feedback, this study gives some suggestions for English teachers in senior high schools to develop their teaching ability of giving feedback.

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Roach, K. David. "Teacher demographic characteristics and levels of teacher argumentativeness." Communication Research Reports 9, no. 1 (June 1992): 65–71. http://dx.doi.org/10.1080/08824099209359898.

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Wirantaka, Andi, and Putri Anggia Wahyudianawati. "Characteristics of Effective English Teacher for Millenials." Journal of Foreign Language Teaching and Learning 6, no. 2 (August 5, 2021): PRESS. http://dx.doi.org/10.18196/ftl.v6i2.11549.

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The millennial era is an era of digital technology in which people are close to technology and have instant access to information. This study investigated students' perception of the characteristics of an effective English language teacher in the millennial era. This study used a qualitative approach and used a descriptive qualitative design and took place at a private university in Yogyakarta. The participants were four students of the English Language Education Department (ELED) batch 2016. In collecting the data, the researcher interviewed the participant. The findings showed that in socio-affective skills, an effective English language teacher in the millennial era should enhance students' motivation to learn, create a good classroom atmosphere, have good relationships with the students and other teachers, and understand students' character. In pedagogical knowledge, an effective English language teacher should give feedback, have a valuable ability to explain the lesson, ensure students' understanding of the lesson. They also should have a lesson plan, utilize and apply technology, allow students to write a reflection, and control class activities. In knowledge subject matter, an effective English language teacher should be knowledgeable and master English well. Lastly, an effective English language teacher should have personality traits such as intelligent, caring, friendly, disciplined, creative, kind, patient, humorous, responsible, open-minded, and professional. The findings implied that to teach students in the millennial era effectively, teachers should possess and maintain the characteristics of an effective English language teacher.

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S.Yoon, Jina. "TEACHER CHARACTERISTICS AS PREDICTORS OF TEACHER-STUDENT RELATIONSHIPS: STRESS, NEGATIVE AFFECT, AND SELF-EFFICACY." Social Behavior and Personality: an international journal 30, no. 5 (January 1, 2002): 485–93. http://dx.doi.org/10.2224/sbp.2002.30.5.485.

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Students' misbehavior has been consistently linked to teachers' reports of stress. The purpose of this study was to investigate whether or not teacher stress, negative affect, and self-efficacy predict the quality of student-teacher relationships. Participants included 113 elementary (K-5th) teachers in a metropolitan area in the United States. A survey method was used to measure teacher perceptions in working with difficult students and their relationships with students. Negative teacher-student relationships were predicted by teacher stress. Significant correlations were found among negative affect, teacher stress and negative relationships. Implications for teacher support and continuing education issues are discussed.

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Shovkatjonovich, Ziyayev Sardor. "CHARACTERISTICS OF THE STRUCTURE OF MUSIC CULTURE COURSES." CURRENT RESEARCH JOURNAL OF PEDAGOGICS 03, no. 04 (April 1, 2022): 62–66. http://dx.doi.org/10.37547/pedagogics-crjp-03-04-14.

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This article describes in detail the organization of music culture lessons by teachers, methods of effective organization of students in the classroom, methods used by the teacher in the classroom, methods and structure of music culture formation in the minds of students in music lessons.

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Liando, Nihta V. F. "STUDENTS’ VS. TEACHERS’ PERSPECTIVES ON BEST TEACHER CHARACTERISTICS IN EFL CLASSROOMS." TEFLIN Journal - A publication on the teaching and learning of English 21, no. 2 (August 29, 2015): 118. http://dx.doi.org/10.15639/teflinjournal.v21i2/118-136.

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This paper discusses the perspectives of students and teachers in a university setting about best teacher characteristics. This is viewed through the perspectives of students and teachers regarding their perceptions of qualities of English teachers, and teachers’ immediacy behavior – verbal or non-verbal - as predictors of student academic motivation. In this study, 126 students and 28 teachers in the English department atState University of Manado, Indonesia were involved. From the questionnaire, this study proved that a teacher was an important personnel in EFL teaching. Both teacher and students believed that a good teacher should display personal and academic attitudes. Both parties also considered that there were certain verbal and nonverbal immediacy behaviors teachers performed which could be the source of motivating as well as demotivating the students. This study is expected to give understanding of how teaching English in a foreign language context can be better.

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Ni, Yongmei. "Teacher Working Conditions, Teacher Commitment, and Charter Schools." Teachers College Record: The Voice of Scholarship in Education 119, no. 6 (June 2017): 1–38. http://dx.doi.org/10.1177/016146811711900606.

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Background The charter school movement relies on teachers as critical components. Teacher commitment is an important aspect of teachers’ lives, because it is an internal force for teachers to grow as professionals. It is also considered one of the crucial factors in influencing various educational outcomes, including teacher effectiveness, teacher retention, and student learning. However, no empirical studies have examined teacher commitment in charter schools. Purpose To address this knowledge gap, this study compares organizational and professional commitment of teachers in charter schools and traditional public schools (TPSs) and explores how these differences are associated with teachers’ characteristics, school contextual factors, and working conditions in the two types of schools. Research Design This study utilizes quantitative analyses of national data from the 2007– 2008 School and Staffing Survey. Hierarchical linear models were developed to examine whether teacher commitment differs between charter schools and TPSs; how teacher characteristics, school contextual factors, and teachers’ perceptions of working conditions contribute to the difference; and finally, whether these variables differentially influence teacher commitment in charter schools and TPSs. Conclusions On average, teachers in charter schools experienced lower levels of organizational commitment than teachers in TPSs, but similar levels of professional commitment. Teacher working conditions explained a large amount of the variance in between-school teacher commitment, suggesting that improving principal leadership, increasing opportunities for professional development, and alleviating teachers’ workload would be effective ways to promote teacher commitment in charter schools.

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Akiba, Motoko. "Identifying Program Characteristics for Preparing Pre-Service Teachers for Diversity." Teachers College Record: The Voice of Scholarship in Education 113, no. 3 (March 2011): 658–97. http://dx.doi.org/10.1177/016146811111300304.

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Background/Context Educating pre-service teachers to develop multicultural awareness, knowledge, and skills for teaching diverse students is a major responsibility of teacher education program coordinators and teacher educators. Numerous studies have discussed and explored the characteristics of teacher preparation that improve pre-service teachers’ competency to teach diverse students. However, only a few empirical studies have examined the relationship between preparation characteristics and pre-service teachers’ multicultural awareness, knowledge, and skills. Research Questions The study answered two research questions: 1) How do the initial level and change in pre-service teachers’ beliefs about diversity in personal and professional contexts differ by their background characteristics? and 2) What characteristics of teacher preparation for diversity reported by pre-service teachers are associated with positive changes in their beliefs about diversity in personal and professional contexts, controlling for their background characteristics? Participants The participants were 243 pre-service teachers enrolled in eight sections in a diversity course and accompanied field experience component in a teacher education program in a Midwest Research I university. Research Design Pre- and post-surveys were conducted to examine: 1) pre-service teachers’ background characteristics (gender, socioeconomic status, class standing, hometown location, and prior exposure to diversity), 2) beliefs about diversity in personal and professional contexts, and 3) four characteristics of teacher preparation for diversity: classroom as a learning community; instructor modeling constructivist and culturally-responsive teaching; field experience for understanding diverse students; and opportunity for reflection. Findings The study found that three characteristics of teacher preparation for diversity reported by pre-service teachers: 1) classroom as a learning community, 2) instructor modeling constructivist and culturally-responsive teaching, and 3) field experience for understanding diverse students were significantly associated with positive changes in pre-service teachers’ beliefs about diversity in both personal and professional contexts. Conclusions/Recommendations Creating a sense of community in classrooms, and modeling constructivist and culturally responsive teaching are likely to promote positive beliefs about diversity among pre-service teachers. In addition, field experiences should promote pre-service teachers’ interactions with people from diverse backgrounds, assign a mentor to support their learning experience and promote self reflection, and provide opportunities to understand the connection with diversity coursework.

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Butler, Sara, and Kathy Roesel. "Students' Perceptions of Male Teachers: Effects of Teachers' Dress and Students' Characteristics." Perceptual and Motor Skills 73, no. 3 (December 1991): 943–51. http://dx.doi.org/10.2466/pms.1991.73.3.943.

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The purpose of this study was to explore the effects of a male teacher's clothing and selected students' characteristics on students' perceptions of teachers' characteristics. The sample consisted of 152 male and female high school students. Respondents selected one of four photographs of a male teacher model dressed in four different clothing styles for each of 20 teachers' characteristic statements. The mediating effects of students' gender, formality of clothing, and perceptions of the importance of clothing were also investigated. Significant differences among the four clothing styles were found for all 20 statements. Students' gender and rated importance of clothing had some influence on this relationship. The results supplement previous research on female teachers by suggesting that different types of clothing also influence students' perceptions of male teachers and that students' characteristics have some mediating effect.

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González Moncada, Adriana, and Diana Isabel Quinchía Ortiz. "Tomorrow’s EFL teacher educators." Colombian Applied Linguistics Journal, no. 5 (April 3, 2011): 86. http://dx.doi.org/10.14483/22487085.183.

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Teacher education programs are an important alternative to raise standards in the teaching of English as a Foreign Language (EFL). However, there are few studies that have explored the roles of teacher educators in this setting. Three main research questions guided this study: What actions have teachers taken to attain their professional objectives as EFL teachers? What experience have they had in professional development programs? What are the characteristics of an ideal teacher education program? This paper reports the findings concentrating on the ideal characteristics of an EFL teacher educator analyzing the testimonies of teachers from public and private schools. The study used four focus groups sessions and a questionnaire as the main data collection techniques. The results suggest that issues such as knowledge of local realities, broad experience in teaching EFL, command of the language, and experience in research are identified as the most desirable characteristics of EFL teacher educators.

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Armstrong, Paula. "Teacher characteristics and student performance: An analysis using hierarchical linear modelling." South African Journal of Childhood Education 5, no. 2 (December 7, 2015): 23. http://dx.doi.org/10.4102/sajce.v5i2.393.

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This research makes use of hierarchical linear modelling to investigate which teacher characteristics are significantly associated with student performance. Using data from the SACMEQ III study of 2007, an interesting and potentially important finding is that younger teachers are better able to improve the mean mathematics performance of their students. Furthermore, younger teachers themselves perform better on subject tests than do their older counterparts. Identical models are run for Sub Saharan countries bordering on South Africa, as well for Kenya and the strong relationship between teacher age and student performance is not observed. Similarly, the model is run for South Africa using data from SACMEQ II (conducted in 2002) and the relationship between teacher age and student performance is also not observed. It must be noted that South African teachers were not tested in SACMEQ II so it was not possible to observe differences in subject knowledge amongst teachers in different cohorts and it was not possible to control for teachers’ level of subject knowledge when observing the relationship between teacher age and student performance. Changes in teacher education in the late 1990s and early 2000s may explain the differences in the performance of younger teachers relative to their older counterparts observed in the later dataset.

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Fetler, Mark. "High School Staff Characteristics and Mathematics Test Results." education policy analysis archives 7 (March 26, 1999): 9. http://dx.doi.org/10.14507/epaa.v7n9.1999.

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This study investigates the relationship between measures of mathematics teacher skill and student achievement in California high schools. Test scores are analyzed in relation to teacher experience and education and student demographics. The results are consistent with the hypotheses that there is a shortage of qualified mathematics teachers in California and that this shortage is associated with low student scores in mathematics. After controlling for poverty, teacher experience and preparation significantly predict test scores. Short-term strategies to increase the supply of qualified mathematics teachers could include staff development, and recruitment incentives. A long-term strategy addressing root causes of the shortage requires more emphasis on mathematics in high school and undergraduate programs.

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van Leeuwen, Anouschka, Carolien A. N. Knoop-van Campen, Inge Molenaar, and Nikol Rummel. "How Teacher Characteristics Relate to How Teachers Use Dashboards: Results From Two Case Studies in K-12." Journal of Learning Analytics 8, no. 2 (September 3, 2021): 6–21. http://dx.doi.org/10.18608/jla.2021.7325.

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Teacher dashboards are a specific form of analytics in which visual displays provide teachers with information about their students; for example, concerning student progress and performance on tasks during lessons or lectures. In the present paper, we focus on the role of teacher dashboards in the context of teacher decision-making in K–12 education. There is large variation in teacher dashboard use in the classroom, which could be explained by teacher characteristics. Therefore, we investigate the role of teacher characteristics — such as experience, age, gender, and self-efficacy — in how teachers use dashboards. More specifically, we present two case studies to understand how diversity in teacher dashboard use is related to teacher characteristics. Surprisingly, in both case studies, teacher characteristics were not associated with dashboard use. Based on our findings, we propose an initial framework to understand what contributes to diversity of dashboard use. This framework might support future research to attribute diversity in dashboard use. This paper should be seen as a first step in examining the role of teacher characteristics in dashboard use in K–12 education.

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You, Sukkyung, Eui Kyung Kim, Sun Ah Lim, and Myley Dang. "Student and Teacher Characteristics on Student Math Achievement." Journal of Pacific Rim Psychology 15 (January 2021): 183449092199142. http://dx.doi.org/10.1177/1834490921991428.

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Using data from the Programme for International Student Assessment (PISA), this study implements two statistical analyses to investigate the effects of student and teacher characteristics on students’ mathematical achievement. First, the authors conduct an exploratory factor analysis to explore the factor structure for the various student and teacher variables of interest in this study. Second, they perform hierarchical linear modeling to analyze students’ and teachers’ multilevel structure in a school. The results suggest that student characteristics such as mathematics interest, instrument motivation, mathematics self-efficacy, mathematics anxiety, mathematics self-concept, and out-of-school study time predicted 39.9% of mathematical achievement variance. The results also suggest that mathematics self-efficacy had the largest effect on mathematical achievement. Teacher characteristics such as teacher-directed instruction, cognitive activation, teacher support, classroom management, and student–teacher relations predicted 34.9% of mathematical achievement variance. This study’s results have implications for educators in fostering a positive learning environment to increase students’ mathematics interest and self-efficacy, and focus on specific teacher characteristics to increase students’ mathematical achievement.

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Baydikova, Natalia L. "A Multidimensional Model of Teacher-Student Interaction Styles." Vestnik Tomskogo gosudarstvennogo universiteta, no. 468 (2021): 202–10. http://dx.doi.org/10.17223/15617793/468/23.

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The aim of the research is to identify the parameters for a multidimensional model of teacher-student interaction styles in the framework of the teacher's management activity. Literature analysis shows that all the models of teacher-student interaction styles can be divided into two groups according to the ways of classification criteria distribution. The first group comprises onedimensional models which assign certain characteristics to the teacher leadership styles. The example of such an approach is the traditional classification of styles into authoritarian, democratic and laissez-faire modes of teacher's behavior. The other group of classifications of teacher-student interaction styles includes two-dimensional models. They use two parameters in different combinations to result in four leadership styles. The author states that teacher-student interaction is so complex and multi-level that two criteria are not enough to describe teacher leadership styles. She proposes a multidimensional model of teacher-student interaction styles based on six components of teacher's organizational activities: target, stimulation and motivation, content, operation, control and regulation, assessment. According to these components, the author identified six parameters of teacher-student interaction styles which a teacher can exhibit to a different extent within the two opposite characteristics: 1) formulation of tasks to learners (implicitly - explicitly), 2) stimulation of learners' autonomy (directive behavior - delegating behavior), 3) variability of content (predetermined -available for choice), 4) interaction with students (detachment - involvement), 5) intensity of control (continuous - dispersed), 6) type of assessment (standard - essence-based). All the six parameters are independent dimensions of an individual teacher-student interaction style. To empirically verify the proposed multidimensional model of teacher leadership styles, a questionnaire was developed. It consists of 18 statements, three statements assessing each parameter. The display of characteristics was measured by values with assigned numbers: ‘never' -2, ‘no rather than yes' -1, ‘sometimes' 0, ‘yes rather than no' +1, ‘always' +2. The values -2 and +2 are the extreme poles of the behavior characteristics. The arithmetic average was counted out of the three answers on each parameter. According to the survey of school teachers, individual teacher-student interaction styles comprise characteristics of different polarity. The proposed multidimensional model of teacher-student interaction styles is a flexible, variational and open system.

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Liang, Guodong, and Motoko Akiba. "Characteristics of teacher incentive pay programs: a statewide district survey." Journal of Educational Administration 53, no. 6 (September 7, 2015): 702–17. http://dx.doi.org/10.1108/jea-09-2013-0106.

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Purpose – The purpose of this paper is to examine the characteristics of teacher incentive pay programs used by midsize to large school districts in Missouri. Design/methodology/approach – This study primarily used the Teacher Compensation Programs (TCP) survey data. The TCP survey was developed by the authors to understand the nature and characteristics of financial incentives that Missouri districts used to recruit, reward, and retain quality teachers. Findings – The data showed that, during the 2009-2010 academic year, 32 percent of the districts offered at least one financial incentive to recruit or retain teachers. Districts were more likely to reward teachers for obtaining National Board certification and for assuming extra duties than for teaching in the subject areas of shortage or in hard-to-staff schools. Larger districts with higher teacher salary were more likely than small districts to offer a larger number of incentive pay programs. Originality/value – The findings of this study advance our knowledge of local incentive pay policies. It also contributes to the global discourse of teacher compensation and incentives and can be informative to policymakers in the USA and around the world when designing and implementing incentive pay programs to teachers. Further, it sheds light on the important policy question of whether disadvantaged local educational agencies are more likely to use incentive pay programs to recruit and retain teachers and promote an equitable distribution of the teacher workforce. This informs the decision making of providing targeted support to those in need.

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Arif, Seema, Zaheer Asghar, and Sajida Mukhtar. "Interactive Effect of School principals’ Leadership Styles and Teacher Characteristics on Curriculum Implementation at Public Secondary Schools of Punjab." UMT Education Review 3, no. 1 (2020): 95–119. http://dx.doi.org/10.32350/uer.31.05.

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The research was conducted in the positivist paradigm to determine the interactive effect of school principals' leadership style and the teaching characteristics (traditional Vs. Progressive) of school teachers on curriculum implementation. The research further explores how teaching characteristics mediate between school principals' leadership style and curriculum implementation. Higher secondary school teachers' perceptions were collected from 600 teachers teaching at secondary schools in six districts of Punjab. Multistage sampling was used to draw a sample from a large and diverse population. Descriptive and inferential statistics were used to determine the relationship among various constructs leadership styles, teacher characteristics, and strategies used for the curriculum implementation at secondary schools of Punjab. Path analysis using Structure Equation Modeling with AMOS yielded unique relationships among leadership styles of school principals and teacher characteristics for curriculum implementation. Democratic style of school principals was found to exert maximum direct influence on curriculum implementation with no teacher characteristics mediation. However, it is found that both teacher characteristics play a significant mediating role in curriculum implementation; the visionary style was best mediated through progressive characteristics, and 2) commanding style was mediated through traditional characteristics. The research draws attention to existing gaps in developing teacher expertise for curriculum implementation, which need to be addressed to prepare future teacher leadership in Pakistan.

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Choi, Ji Young, and Jennifer Dobbs-Oates. "Teacher-Child Relationships: Contribution of Teacher and Child Characteristics." Journal of Research in Childhood Education 30, no. 1 (December 23, 2015): 15–28. http://dx.doi.org/10.1080/02568543.2015.1105331.

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Kesner, John E. "Teacher Characteristics and the Quality of Child–Teacher Relationships." Journal of School Psychology 38, no. 2 (March 2000): 133–49. http://dx.doi.org/10.1016/s0022-4405(99)00043-6.

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Jepsen, Christopher. "Teacher characteristics and student achievement: evidence from teacher surveys." Journal of Urban Economics 57, no. 2 (March 2005): 302–19. http://dx.doi.org/10.1016/j.jue.2004.11.001.

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Rahma, Ulifa, Zahratul Fauza, Faizah Faizah, and Yuliezar Perwira Dara. "Peran Self Monitoring sebagai Mediator antara Job Characteristics dan Well-Being pada Guru Sekolah Inklusi." Jurnal Psikologi Teori dan Terapan 11, no. 2 (March 5, 2021): 100. http://dx.doi.org/10.26740/jptt.v11n2.p100-115.

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This study aims to determine the role of teacher self-monitoring as a mediator between job characteristics (emotional job demands and trust in colleagues) and teacher well-being teachers in inclusive schools. The sample of this study was 204 teachers in Indonesia from elementary to high school levels in inclusive schools using G*power. The sample selection technique in this study was accidental sampling teachers in Indonesia from elementary to high school levels in inclusive schools. The research method used is correlational quantitative research. This study uses four measuring instruments, namely the teacher well being scale, the self-monitoring scale, and, to measure job characteristics, the omnibus trust and the emotional job demand scales. Analysis of research data refers to Baron & Kenny using process modeling analysis version 3.0 by Andrew Hayes. As a result, self monitoring is able to become a mediator between emotional job demand and teacher well-being. Self monitoring has also proven to be a mediator between trust in colleagues and teacher well-being.Keywords: Job characterstics, self monitoring, well-being, teacher, inclusive schoolAbstrak: Penelitian ini bertujuan mengetahui peran teacher self monitoring sebagai mediator antara job characteristic (emotional job demands dan trust in colleagues) dan teacher well-being guru disekolah inklusi. Sampel dalam penelitian 204 guru dari jenjang Pendidikan Sekolah Dasar sampai dengan Sekolah Menengah Atas di sekolah inklusi menggunakan aplikasi G*power. Teknik pemilihan sampel dalam penelitian ini adalah accidental sampling yaitu seluruh guru inkusi yang ditemui dari jenjang Sekolah Dasar sampai Menengah Atas. Metode penelitian yang digunakan adalah penelitian kuantitatif korelasional. Penelitian ini menggunakan empat alat ukur, yaitu skala teacher well being, self monitoring dan, untuk mengukur job characteristics, skala omnibus trust dan emotional job demand. Analisis data penelitian mengacu pada Baron & Kenny menggunakan analisis process modeling versi 3.0 oleh Andrew Hayes. Hasilnya self monitoring mampu menjadi mediator antara emotional job demand dan teacher well-being. Self monitoring juga terbukti mampu menjadi mediator antara trust in colleagues dan teacher well-being.

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Ekstam, Ulrika, Karin Linnanmäki, and Pirjo Aunio. "The Impact of Teacher Characteristics on Educational Differentiation Practices in Lower Secondary Mathematics Instruction." Lumat: International Journal of Math, Science and Technology Education 5, no. 1 (December 31, 2017): 41–60. http://dx.doi.org/10.31129/lumat.5.1.253.

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This study aimed to investigate how teachers’ certification status, experience in instruction, and teachers’ efficacy beliefs for teaching lower secondary students in mathematics are related to differentiated instruction practices. A total of 42 mathematics teachers and 27 special education teachers answered an electronic questionnaire regarding mathematics teaching efficacy beliefs and their frequency of use of differentiation practices. The results indicated that teachers’ efficacy beliefs were related to differentiation in content, flexible examination models, homework support, and co-teaching. Neither certification status nor teacher experience in instruction was related to the frequency of use of differentiation practices. As teacher efficacy beliefs seem to have an effect on the use of differentiation practices, and especially on co-teaching, it should be important for teacher education to focus on developing pre-service teachers’ efficacy beliefs as well as implementing a strong collaboration between different teacher groups.

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Petrash, Elena, Tatyana Sidorova, Vera Blum, Iosif Zaia, and Ekaterina Manuilova. "SOCIO-PSYCHOLOGICAL CHARACTERISTICS OF A MODERN TEACHER IN THE DIGITAL AGE." SOCIETY. INTEGRATION. EDUCATION. Proceedings of the International Scientific Conference 2 (May 28, 2021): 481–91. http://dx.doi.org/10.17770/sie2021vol2.6230.

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The article focuses on a teacher undergoing a transformation in the digital age. The authors considered the main socio-psychological characteristics of a modern teacher, conducted an empirical research and supplemented the professionogram of a modern teacher. The program of teachers’ professional development proposed by the authors is based on the idea of system-activity and anthropological approaches.

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Tatipang, Devilito Prasetyo, Maissy J. Manuas, Ceisy Nita Wuntu, Olga A. Rorintulus, and Fergina Lengkoan. "EFL Students’ Perceptions of the Effective English Teacher Characteristics." Jurnal Pendidikan Bahasa Inggris undiksha 10, no. 1 (August 9, 2022): 23–30. http://dx.doi.org/10.23887/jpbi.v10i1.45709.

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This study aimed to analyze EFL students' perceptions of the characteristics of the English language teachers and find out whether there is any difference in the student perceptions of the characteristics of effective English teachers based on gender. This study is quantitative. The research design used in this study is the descriptive and comparative research design. The descriptive design was used because the purpose is to examine and describe the students' perceptions of the characteristics of effective English language teachers. The questionnaires also consist of the respondents' profiles such as gender and 24 modified items of questions regarding students' perceptions of the characteristics of effective English teachers. This study involved 120 respondents from grade 11 of science, social, and Language class. The results of this study showed that students' perceptions of the characteristics of effective English teachers were found to be high involvement since the mean score was 3.08. The result of this study also found that there was no significant difference in the EFL Students' perceptions of the characteristics of effective English teachers based on gender since the result got p= 0.018. Another result of this study found that socio-affective skills are the distinctive characteristic that teachers must have to call an effective English teacher since the mean score was 3.45.

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Stewart, Dorothy K. "The Characteristics of Teacher Candidates." Journal of Teacher Education 37, no. 2 (March 1986): 52–54. http://dx.doi.org/10.1177/002248718603700210.

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Brookhart, Susan M., and Donald J. Freeman. "Characteristics of Entering Teacher Candidates." Review of Educational Research 62, no. 1 (March 1992): 37–60. http://dx.doi.org/10.3102/00346543062001037.

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Garrett, Joyce Lynn. "Characteristics of an Honorable Teacher." Kappa Delta Pi Record 42, no. 2 (January 2006): 62–63. http://dx.doi.org/10.1080/00228958.2006.10516434.

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Bhai, Moiz, and Irina Horoi. "Teacher characteristics and academic achievement." Applied Economics 51, no. 44 (April 22, 2019): 4781–99. http://dx.doi.org/10.1080/00036846.2019.1597963.

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Clark, Lawrence M., Jill Neumayer DePiper, Toya Jones Frank, Masako Nishio, Patricia F. Campbell, Toni M. Smith, Matthew J. Griffin, Amber H. Rust, Darcy L. Conant, and Youyoung Choi. "Teacher Characteristics Associated With Mathematics Teachers' Beliefs and Awareness of Their Students' Mathematical Dispositions." Journal for Research in Mathematics Education 45, no. 2 (March 2014): 246–84. http://dx.doi.org/10.5951/jresematheduc.45.2.0246.

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This study investigates relationships between teacher characteristics and teachers' beliefs about mathematics teaching and learning and the extent to which teachers claim awareness of their students' mathematical dispositions. A professional background survey, a beliefs and awareness survey, and a teacher mathematical knowledge assessment were administered to 259 novice upper-elementary and 184 novice middle-grades teachers. Regression analyses revealed statistically significant relationships between teachers' beliefs and awareness and teachers' mathematical knowledge, special education certification, race, gender, and the percentage of their students with free and reduced meal status. This report offers interpretations of findings and implications for mathematics teacher education.

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Kusumayasa, Kadek Ngurah. "Pedagogical Competence of EFL Teachers: Teachers’ and Students’ Perspectives." Jurnal Ilmiah Pendidikan Profesi Guru 5, no. 1 (May 16, 2022): 46–53. http://dx.doi.org/10.23887/jippg.v5i1.46203.

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The pedagogic competence of English teachers plays an important role in developing students' potential in mastering English. Students' perceptions are needed to find out how the teacher's pedagogic competence is in carrying out learning, students can be used as sources of information for reflection because students often interact directly with teachers in the learning process. In addition, the perception of the teacher itself is also needed to find out how his pedagogical competence as a teacher is in carrying out the learning process in order to achieve learning objectives. This study aims to analyze teacher and student perceptions of the pedagogical competence of English teachers and analyze differences in student and teacher perceptions related to pedagogical competence in teaching English. This research is a mixed method research. Data collection in this study used instruments in the form of questionnaires and interviews. The results showed that students' perceptions of their English teacher's pedagogic competence were categorized as positive because the average of all student responses was 4.3547. The English teacher's perception of his pedagogical competence is categorized as positive because the average of all teacher responses is 4.4222. Students and teachers have different perceptions about the teacher's pedagogic competence in teaching English, namely in terms of understanding the characteristics and potential of students.

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Journal articles on the topic 'Teacher characteristics'

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