Статті в журналах: "Teacher effectiveness"

1

Ornstein, Allan C. "Teacher Effectiveness." Education and Urban Society 18, no. 2 (February 1986): 139–41. http://dx.doi.org/10.1177/0013124586018002001.

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2

Shuls, James V., and Julie R. Trivitt. "Teacher Effectiveness." Educational Policy 29, no. 4 (December 30, 2013): 645–75. http://dx.doi.org/10.1177/0895904813510777.

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3

Kurgat, Joyce J., Kosgei K. Zachariah, and Tirop Anastacia. "Quest for Teacher Effectiveness Parameters." International Journal for Innovation Education and Research 4, no. 12 (December 31, 2016): 197–205. http://dx.doi.org/10.31686/ijier.vol4.iss12.75.

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Teacher effectiveness is the capacity of teachers to perform their duties optimally and achieve desired educational goals and standards. The purpose of this study was to establish the factors influencing teacher effectiveness and quality education in public and private secondary schools in the north rift region. To establish factors that influence the effectiveness of teachers, the study employed descriptive research design, which entailed the collection of data using questionnaires observations and interviews. The target populations for the study were teachers and head teachers in selected public and private secondary schools. Stratified sampling method was used in the selection of permanent and temporary teachers, whereas purposive sampling method was used in the selection of head teachers. The study sampled 22 temporary teachers from the private schools and 100 teachers from public schools, where 13 were temporary teachers and 87 were permanent teachers. Data were analyzed using both descriptive and inferential statistics. The findings showed that a myriad of parameters gravitate around the teacher effectiveness concept and the earlier these parameters are isolated and teased out the better for the education fraternity. The study therefore recommends that parameters such administration, teachers, students, and classroom be leveraged to improve teacher effectiveness in both public and private secondary schools.

4

Yook, Cheongmin. "College ESL Teachers’ Views on Teacher Effectiveness." Korean Journal of Applied Linguistics 28, no. 1 (March 31, 2012): 321. http://dx.doi.org/10.17154/kjal.2012.03.28.1.321.

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5

Ornstein, Allan C. "Teacher Effectiveness Research." Education and Urban Society 18, no. 2 (February 1986): 168–75. http://dx.doi.org/10.1177/0013124586018002003.

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6

Ornstein, Allan C. "Considering Teacher Effectiveness." Clearing House: A Journal of Educational Strategies, Issues and Ideas 58, no. 9 (May 1985): 399–402. http://dx.doi.org/10.1080/00098655.1985.11674157.

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7

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.

8

Garba, S. D. "LEADERSHIP AS A DIMENSION OF TEACHER EFFECTIVENESS." Sokoto Educational Review 1, no. 1 (March 3, 1986): 12. http://dx.doi.org/10.35386/ser.v1i1.6.

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In the past the teacher has been the focus of attention by critics of teacher performance. Those who view the school from outside hardly think that other factors within the school and outside the teachers control could influence teacher effectiveness.The classroom is usually regarded as the exclusive domain of the teacher. Students’ coverage of contents involvement in classroom activities and students’ success at school work are viewed from the standpoint of the teacher. In this paper, the author examines the role of the school leadership in creating the proper working and learning conditions for teachers and students without which teachers efforts would amount to nothing. The author argues that in the new education system being adopted, focus should sfiift from the classroom teacher to the quality of leadership the school enjoys. Good school leadership can support, enhance and create such essential teacher characteristics as appropriate lesson plans, classroom management, instructional methods that facilitate the achievement of school objectives, high teacher expectation of students, teacher sensitivity to students’ emotional and motivational needs and evaluation.

9

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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Widiansyah, Subhan, Muhammad Agus Hardiansyah, and Mohammad Naim. "TEACHER LEADERSHIP IN INCREASING THE EFFECTIVENESS OF SOCIOLOGY LEARNING." Jurnal Pendidikan Sosiologi dan Humaniora 13, no. 2 (October 1, 2022): 787. http://dx.doi.org/10.26418/j-psh.v13i2.58390.

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This study aims to determine the leadership spirit of sociology teachers who are members of the Sociology Subject Teacher Consultation (MGMP) in Banten Province. Previous research has shown that students' motivation and learning achievement are highly dependent on the leadership spirit of teachers and teachers have a major role in shaping students' personalities. This shows that the teacher's leadership spirit affects students' learning motivation, and this leadership spirit has an important role for students to learn, work on, and complete school assignments. This research uses descriptive qualitative research methods which are carried out to members of the Sociology MGMP of Banten Province. This research will be a reference for sociology teachers in order to grow the leadership spirit of sociology teachers. This study uses descriptive qualitative research by interviewing sociology teachers and conducting Focus Group Discussions (FGD) to formulate effective leadership training for these teachers. Researchers facilitate and analyze the needs of sociology teachers in realizing effective sociology learning. Based on the results of the FGD and interviews, it was concluded that an effective teacher is a teacher who is able to adapt his leadership style to the situation and condition of the students. Teachers cannot only apply certain leadership patterns without paying attention to the needs of their students, effective teachers are adaptive teachers and can see situations and conditions when to be authoritarian and when to be democratic.

11

Fields, Barry A. "Research on Teacher Effectiveness: Implications for Remedial Teachers." Exceptional Child 34, no. 2 (July 1987): 117–32. http://dx.doi.org/10.1080/0156655870340205.

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12

Burry, Judith A., and Dale G. Shaw. "Teachers and administrators differ in assessing teacher effectiveness." Journal of Personnel Evaluation in Education 2, no. 1 (December 1988): 33–41. http://dx.doi.org/10.1007/bf00124964.

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13

Sehgal, Prachee, Ranjeet Nambudiri, and Sushanta Kumar Mishra. "Teacher effectiveness through self-efficacy, collaboration and principal leadership." International Journal of Educational Management 31, no. 4 (May 8, 2017): 505–17. http://dx.doi.org/10.1108/ijem-05-2016-0090.

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Purpose Teacher effectiveness has been a matter of concern not only for the parents and students but also for the policy makers, researchers, and educationists. Drawing from the “self-efficacy” theory (Bandura, 1977), the purpose of this paper is to explore the relationship between teacher self-efficacy and teacher effectiveness. In addition, it explores the role of collaboration among teachers and principal leadership in explaining the above relationship. Design/methodology/approach Data were collected from 575 secondary school teachers and 6,020 students representing grade 6-12th from 25 privately owned schools in India. Teacher self-efficacy, collaboration and principal leadership were reported by the teachers whereas effectiveness of each teacher was captured from around ten students each who were taught by the corresponding teacher. Data were analyzed using SEM-PLS. Findings Results confirmed a positive association between teacher self-efficacy and the three dimensions of teacher effectiveness, namely, teacher’s delivery of course information, teacher’s role in facilitating teacher-student interactions, and teacher’s role in regulating students’ learning. Results also confirmed that both collaboration and principal leadership are positively related to teacher self-efficacy. Originality/value The results of the study indicate that schools need to focus on enhancing self-efficacy of their teachers and give importance to teacher collaboration and principal leadership in order to improve their effectiveness in terms of delivery of instruction, teacher-student interactions, and regulating student learning.

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Muhammad Akram, Farrukh Munir, and Ahmad Bilal. "Effect of Teacher Performance Evaluation on School Effectiveness." sjesr 4, no. 1 (March 17, 2021): 431–39. http://dx.doi.org/10.36902/sjesr-vol4-iss1-2021(431-439).

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This study was conducted to measure the effect of teacher performance evaluation on school effectiveness in public high schools in Pakistan. Teacher evaluation is a formal and systematic process of evaluating teacher performance that plays an important role in enhancing school effectiveness. School effectiveness is a process that ensures that a particular school has effectively maintained a safe and orderly environment, implemented an instructional framework and curriculum that focuses on enhancing student learning, where the school monitoring system is highly responding, and where a competency-based system is in practice that ensures increased student achievement. A correlational research design was used to conduct this study. Using multistage sampling techniques, data were collected from 580 secondary school teachers in district Okara. Self-Assessment Instrument for Teacher Evaluation (α=.88) and School Effectiveness Questionnaire ((α=.86) were used for data collection. The Pearson correlation coefficient showed that teacher evaluation scores and school effectiveness were significantly correlated with each other (r=.69). As teacher performance evaluation scores increased, the score on school effectiveness also increased. Multiple linear regression analysis revealed that teacher performance evaluation score significantly predicted 46% of variance in school effectiveness. Further, female teachers were better on teacher performance evaluation score and school effectiveness. Teachers in urban schools showed higher scores on teacher performance evaluation scores and school effectiveness as compared to rural school teachers.

15

Feng, Li, and Tim R. Sass. "Teacher Quality and Teacher Mobility." Education Finance and Policy 12, no. 3 (July 2017): 396–418. http://dx.doi.org/10.1162/edfp_a_00214.

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There is growing concern among policy makers over the quality of the teacher workforce in general, and the distribution of effective teachers across schools. The impact of teacher attrition on overall teacher quality will depend on the effectiveness of teachers who leave the profession. Likewise, teacher turnover may alleviate or worsen inequities in the distribution of teachers, depending on which teachers change schools or leave teaching and who replaces them. Using matched student–teacher panel data from the state of Florida, we examine teacher mobility across the distribution of effectiveness (as measured by teacher value added). We find that top-quartile and bottom-quartile teachers exit at a higher rate than do average-quality teachers. Additionally, as the share of peer teachers with more experience, advanced degrees, or professional certification increases, the likelihood of moving within-district decreases. We also find some evidence of assortative matching among teachers—more productive reading/language arts teachers are more likely to stay in teaching if they have more productive peer teachers.

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Mujiono, Mujiono. "PENGARUH BUDAYA SEKOLAH, INTEGRITAS GURU DAN KEPUASAN KERJA GURU TERHADAP EFEKTIVITAS KERJA GURU SMKN KABUPATEN KUBU RAYA." At-Turats 11, no. 2 (January 25, 2018): 146. http://dx.doi.org/10.24260/at-turats.v11i2.891.

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The research objective to observe the influence of school culture, integrity teachers and teacher job satisfaction on the effectiveness of teachers' work. The study was conducted in the Education Kubu Raya district area Kalimantan West, methods of field research through surveys, using questionnaires through path analysis approach. Affordable population is around the Kubu Raya teachers of SMKN using random sampling techniques. The results obtained are positive effect School culture on the effectiveness of teacher work, the integrity of the teacher toward teacher effectiveness, teacher job satisfaction toward effectiveness of teacher work, school culture toward job satisfaction of teachers, the integrity of the teacher toward teacher job satisfaction, and a positive effect the school culture toward integrity of teachers. In the end the results of this research are expected to be useful for education and to increase the effectiveness of teachers SMKN (vocational schools) in Kubu Raya Kalimantan West

17

Tracz, Susan. "Effectiveness of Teacher Education Programs." Educational Renaissance 1, no. 2 (February 19, 2013): 63–82. http://dx.doi.org/10.33499/edren.v1i2.50.

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This study aggregated supervisor’s ratings of teachers trained at The Renaissance Group (TRG) and the Teacher Education Council of State Colleges and Universities (TECSCU) institutions. Fourteen studies conducted by 12 universities or states were gathered, and 12 that met inclusion criteria were included in this analysis. The total number of survey items in all studies (N = 374) was coded into 13 variables. Frequencies of the percentages of ratings falling into below average, average, and above average for those variables were tabled. Supervisors consistently gave teachers very high ratings.

18

Sinclair, Kenneth E., and Gregory Ryan. "Teacher anxiety, teacher effectiveness, and student anxiety." Teaching and Teacher Education 3, no. 3 (January 1987): 249–53. http://dx.doi.org/10.1016/0742-051x(87)90007-2.

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19

Koedel, Cory, Eric Parsons, Michael Podgursky, and Mark Ehlert. "Teacher Preparation Programs and Teacher Quality: Are There Real Differences Across Programs?" Education Finance and Policy 10, no. 4 (October 2015): 508–34. http://dx.doi.org/10.1162/edfp_a_00172.

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We compare teacher preparation programs in Missouri based on the effectiveness of their graduates in the classroom. The differences in effectiveness between teachers from different preparation programs are much smaller than has been suggested in previous work. In fact, virtually all of the variation in teacher effectiveness comes from within-program differences between teachers. Prior research has overstated differences in teacher performance across preparation programs by failing to properly account for teacher sampling.

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Prakasha GS, Prakasha GS. "Review Of Related Literature On Teacher Effectiveness." Indian Journal of Applied Research 1, no. 1 (October 1, 2011): 45–48. http://dx.doi.org/10.15373/2249555x/oct2011/15.

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21

Odit, Emmanuel, Bismarck Okumu, Wilfred Lajul, George Opio, and Denis Omara. "School Internal Factors and Teacher Effectiveness in Secondary Schools in Lira District, Uganda." Asian Journal of Education and Social Studies 40, no. 1 (February 24, 2023): 44–51. http://dx.doi.org/10.9734/ajess/2023/v40i1865.

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Background: Teacher effectiveness is referred to as a teacher's ability to produce higher-than-expected gains in students' standardized test scores. Teachers are expected to become effective and display high job performance in terms of learners' academic achievement and growth. The quality of Education and learners' academic achievement in Lira district remains low which is an indicator of teacher ineffectiveness. It is upon this background that this study aimed to explore the effects of school internal factors on teacher effectiveness in secondary schools in Lira District, Uganda. Methodology: A mixed research method was used in which 263 individuals were sampled using a correlational research design. A purposive sampling technique was used to identify head teachers, District Education Officer (DEO) and District Inspector of schools (DIS) while simple random sampling was used to identify teachers, members of the school Board of Governors (BOG) and Parent Teachers’ Associations (PTA). Both interviews and questionnaires were used for data collection. The relationship between the variables was determined using Pearson's product-moment correlation coefficient (r) and qualitative data were analyzed using thematic analysis by identifying themes as they appear. Results: The result showed a strong positive correlation between school internal factors and teacher effectiveness in secondary schools in Lira district (r= 0.751, P<0.05), implying that the school internal factors which are the predictor variables significantly account for the teacher effectiveness although they account for only 56% (R2 = 0.564, p<0.05). The qualitative interviews held with the head teachers, DEO, DIS and focused group discussions held with BOG and PTA also revealed that school internal factors influence teacher effectiveness. Conclusion: The study revealed that there is a significant strong positive relationship between school internal factors and teacher effectiveness in secondary schools in Lira district. This implies that increasing or decreasing school internal factors in secondary schools results in a considerable increase or decrease in teacher effectiveness. Further studies should be done on other factors that might influence teacher effectiveness other than school internal factors alone and similar studies should be conducted in primary (elementary) schools and higher institutions of learning.

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Priadi, Ribut. "Teacher Communication Effectiveness in the Learning Process." Budapest International Research and Critics Institute (BIRCI-Journal): Humanities and Social Sciences 3, no. 4 (November 7, 2020): 3433–44. http://dx.doi.org/10.33258/birci.v3i4.1378.

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There are many aspects and aspects that can become the standard for the success or failure of an educational process. This aspect is usually present in the teacher as mentor, teacher and also on the side of students. One aspect that can be a barrier to the success of students in absorbing subjects from the teacher is the factor of communication that is not working effectively. Communication is very important considering that the educational process is currently directed into a room filled by teachers and students. In such conditions a two-way communication pattern is required, in order to create optimal interaction in each face-to-face between teachers and students, so that educational goals can be achieved. This paper will discuss the significance of teacher communication and its effect on student interest in learning.

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Kumar, Roopendra, and Sunita Rani. "Teacher Effectiveness in relation to Values." Think India 22, no. 2 (October 31, 2019): 1330–38. http://dx.doi.org/10.26643/think-india.v22i2.8996.

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The purpose of this present paper conducted a study of teacher effectiveness in relation to values. Teacher is a main role model for the learners for effective learning and changing appropriate behaviour in the schools and colleges. 200 teachers were selected from central schools of Uttarakhand state for the present study. Objectives were defined of this study to find out relationship between teacher effectiveness and values. Value has six dimension, theoretical value, economic value, aesthetic value, social value, political value religious value. Teacher effectiveness scale constructed by P. kumar and D.N. Mutha and value inventory standardized by Harbhajan L. Singh and S.P. Ahaluwalia for collecting of data. Results of this study reveal that there is a positive relationship of theoretical value, aesthetic value and social value with teacher effectiveness. And negative relationship of economic value, political value and religious value with teacher effectiveness was found.

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Bugwak, Elven. "A Path Analysis of Teacher Effectiveness as Estimated by Leadership Behavior, Communicative Competence and Self-Efficacy of Teachers in San Isidro, Davao Oriental." Journal of Humanities and Social Sciences Studies 4, no. 1 (February 27, 2022): 131–42. http://dx.doi.org/10.32996/jhsss.2022.4.1.13.

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This study determined the level of self-efficacy, communicative competence, leadership empowering behavior of administrators and teacher effectiveness of teachers in San Isidro North Davao Oriental Division. A descriptive correlational design was used in this study. A total of 75 teachers participated in this study. The respondents were selected through total enumeration since there were only a few teachers in the district. The survey questionnaire was utilized to gather data from the respondents. Mean was utilized to determine the level of self-efficacy, leadership empowering behavior, communicative competence and teacher effectiveness of teachers. Pearson product-moment correlation was used to investigate the relationship between variables. Multiple regression analysis was used to analyze the influence of self-efficacy, communicative competence and leadership empowering behavior on teacher effectiveness. Furthermore, the best fit model of teacher effectiveness was also investigated. Results revealed that levels of self-efficacy, leadership empowering behavior, communicative competence and teacher effectiveness are high. Moreover, self-efficacy, leadership empowering behavior and communicative competence were found to have a significant positive relationship with teacher effectiveness. Furthermore, both communicative competence and leadership empowering behavior significantly influence teacher effectiveness. Hence, the best fit model illustrates that 28 percent of the variance of teacher effectiveness is explained by the combined influence of communicative competence and leadership behavior.

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Imig, David G., and Scott R. Imig. "The Teacher Effectiveness Movement." Journal of Teacher Education 57, no. 2 (March 2006): 167–80. http://dx.doi.org/10.1177/0022487105285672.

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Blömeke, Sigrid, Anja Felbrich, Christiane Müller, Gabriele Kaiser, and Rainer Lehmann. "Effectiveness of teacher education." ZDM 40, no. 5 (June 24, 2008): 719–34. http://dx.doi.org/10.1007/s11858-008-0096-x.

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Conley, Sharon, Janice Fauske, and Diana G. Pounder. "Teacher Work Group Effectiveness." Educational Administration Quarterly 40, no. 5 (December 2004): 663–703. http://dx.doi.org/10.1177/0013161x04268841.

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28

Goldhaber, Dan, and Roddy Theobald. "Managing the Teacher Workforce in Austere Times: The Determinants and Implications of Teacher Layoffs." Education Finance and Policy 8, no. 4 (October 2013): 494–527. http://dx.doi.org/10.1162/edfp_a_00111.

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Over 2,000 teachers in the state of Washington received reduction-in-force (RIF) notices across the 2008–09 and 2009–10 school years. We link data on these RIF notices to an administrative data set that includes student, teacher, school, and district variables to determine the factors that predict the likelihood of a teacher receiving a RIF notice. Not surprisingly, we find that a teacher's seniority is the strongest predictor, but we also find (all else equal) that teachers with master's degrees and those credentialed in the high-need areas of math, science, and special education were less likely to receive a RIF notice. Value-added measures of teacher effectiveness, which can be calculated for a subset of the teachers, were not correlated with the probability of receiving a RIF notice. Finally, simulations suggest that a very different group of teachers would be targeted for layoffs under an effectiveness-based layoff scenario than under the seniority-driven system that exists today.

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Suhailis, Suhailis, Isjoni Isjoni, and Elfis Suanto. "PENGARUH PENGETAHUAN KOMPUTER DAN SIKAP INOVATIF GURU TERHADAP EFEKTIFITAS KERJA GURU SMPN KECAMATAN LANGGAM KABUPATEN PELALAWAN." Tunjuk Ajar: Jurnal Penelitian Ilmu Pendidikan 5, no. 2 (August 18, 2022): 230. http://dx.doi.org/10.31258/jta.v5i2.230-248.

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This study aims to (1) determine the effect of computer knowledge on the effectiveness of teachers' work, (2) innovative attitudes affect the effectiveness of teachers' work, (3) computer knowledge and innovative attitudes jointly affect the effectiveness of teachers' work. Research respondents were teachers of SMPN Langgam Subdistrict, Pelalawan Regency, totaling 100 people with a sample of 89. The data was collected through the distribution of questionnaires. The data analysis used is descriptive analysis and inferential statistical analysis. The instrument reliability coefficient was calculated using the Cronbach alpha formula. The results showed that there was a positive and significant effect of computer knowledge on teacher work effectiveness of 0.558, and there was a positive and significant influence of innovative attitudes on teacher work effectiveness of 0.525. Meanwhile, together there is the effect of computer knowledge and work motivation on the effectiveness of the teacher's work of 0.677.

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Kumari, Manjeet. "A Comparative Study of Teacher Effectiveness of Secondary School Teachers of Sonepat District." Management Insight - The Journal of Incisive Analysers 16, no. 01 (June 25, 2020): 41–44. http://dx.doi.org/10.21844/mijia.16.1.8.

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The teaching profession is a highly sophisticated profession that regularly reaches out past academics. Besides ensuring that students experience scholastic success, teachers must also work as surrogate parents, guides and counselors, and even almost-politicians. There is almost no limit to the jobs a teacher may play. The purpose of the present study was to study the teacher effectiveness of secondary school teachers of Sonepat district. For this study, a sample of 120 secondary school teachers was selected. The teacher effectiveness scale developed by Puri and Gakhar (2010) was used to measure teachers’ teaching effectiveness. The study’s findings revealed no significant difference between the teacher effectiveness of male and female secondary teachers of Sonepat district. It also revealed that gender does not affect teaching efficiency or effectiveness.

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Welsh, Megan E. "Measuring Teacher Effectiveness in Gifted Education." Journal of Advanced Academics 22, no. 5 (October 20, 2011): 750–70. http://dx.doi.org/10.1177/1932202x11424882.

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States and districts are under increasing pressure to evaluate the effectiveness of their teachers and to ensure that all students receive high-quality instruction. This article describes some of the challenges associated with current effectiveness approaches, including paper-and-pencil tests of pedagogical content knowledge, classroom observation systems, and value-added models. It proposes development of a new teacher evaluation system using a virtual reality environment and describes how innovations in educational measurement and technology can be used to develop an improved teacher effectiveness measure.

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Sulastri, Theresia, Sumardi ., and Yossa Istiadi. "PENGARUH SELF-ESTEEM DAN KOMUNIKASI INTERPERSONAL TERHADAP EFEKTIVITAS KERJA GURU." JURNAL MANAJEMEN PENDIDIKAN 8, no. 1 (January 29, 2020): 36–40. http://dx.doi.org/10.33751/jmp.v8i1.1962.

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EFFECT OF SELF-ESTEEM AND INTERPERSONAL COMMUNICATION TOWARD TEACHER EFFECTIVENESSTeacher’s work effectiveness is the one of the elements to be performed in order to reach the school goal. According to the initial study, it is showed that the effectiveness of some private junior high school teachers were not as expected, while actually high work effectiveness among teachers might support excellent output quality implementation. This study aimed to describe, analyze and find out that self-esteem and interpersonal communication bring a positive influence on teacher work effectiveness. The research method was quantitative research and survey research method was path analysis approach. This research was conducted on 5 private junior high schools in the District of Gunung Putri, Bogor Regency. Samples were taken randomly proportionally, totaling 109 of the 150 population. Data collection in this study was using questionnaires as instruments. The results showed that: 1) There was a positive and very significant effect of self-esteem on teacher work effectiveness with a correlation coefficient (β y1) of 0.4769; 2) There was a positive and very significant effect of personal communication on teacher work effectiveness with a correlation coefficient (β y2) of 0.5051; 3) There was a positive and very significant influence on self-esteem and personal communication on work effectiveness teacher with a correlation coefficient (β y12) of 0.5704. Based on the results of the study, the teacher's work effectiveness increased as the influence of self-esteem and interpersonal communication.

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MUZAYANAH, Muzayanah, and Ihsana El KHULUQO. "THE STUDY OF LEADERSHIP EFFECTIVENESS ON KINDERGARTEN HEADMASTER AT RAJEG DISTRICT, TANGERANG REGENCY." JKP | Jurnal Kepemimpinan Pendidikan 1, no. 1 (December 5, 2018): 20–34. http://dx.doi.org/10.22236/jkpuhamka.v1i1.3425.

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The purpose of this research was to analyze, test and find out: (1) The direct effect of Effectiveness of Principal Leadership on Teacher Competency Kindergarten in Rajeg District Tangerang Regency; (2) The direct effect of Teacher's Achievement Motivation on Teacher Competency Kindergarten in Rajeg District Tangerang Regency; and (3) The direct effect of Effectiveness of Principal Leadership on Teacher's Achievement Motivation Kindergarten teachers in Rajeg District Tangerang Regency. Based on the results of the analysis, it was known that: (1) There was a positive and significant direct influence of the principal's leadership on teacher competency Kindergarten in Rajeg District Tangerang Regency. (2) There was a positive and significant direct influence on the achievement motivation of teacher competency Kindergarten in Rajeg District Tangerang Regency. (3) There was a positive and significant direct influence of the principal’s leadership on Kindergarten achievement motivation in Rajeg District Tangerang Regency.

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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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Ross, Dorene Doerre, and Diane Wells Kyle. "Helping Preservice Teachers Learn to Use Teacher Effectiveness Research." Journal of Teacher Education 38, no. 2 (March 1987): 40–44. http://dx.doi.org/10.1177/002248718703800209.

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Kyriakides, Leonidas, Demetris Demetriou, and Charalambos Charalambous. "Generating criteria for evaluating teachers through teacher effectiveness research." Educational Research 48, no. 1 (March 2006): 1–20. http://dx.doi.org/10.1080/00131880500498297.

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Naik, Sanjay Kumar, and Dr Purnachanra Behera. "Social intelligence and teacher effectiveness of secondary school teachers." International Journal of Applied Research 9, no. 1 (January 1, 2023): 389–92. http://dx.doi.org/10.22271/allresearch.2023.v9.i1f.10539.

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Napoles, Jessica, and Rebecca B. MacLeod. "The Influences of Teacher Delivery and Student Progress on Preservice Teachers’ Perceptions of Teaching Effectiveness." Journal of Research in Music Education 61, no. 3 (August 20, 2013): 249–61. http://dx.doi.org/10.1177/0022429413497234.

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The purpose of this study was to examine how teacher delivery and student progress influenced preservice teachers’ perceptions of overall teaching effectiveness. Experienced teachers ( n = 6) were videotaped teaching mini applied lessons under four conditions: (a) high teacher delivery and more student progress, (b) high teacher delivery and less student progress, (c) low teacher delivery and more student progress, and (d) low teacher delivery and less student progress. Preservice teachers ( n = 75) viewed these teaching excerpts and rated each for teacher delivery, student progress, student musicianship, teacher knowledge of subject matter, and overall teaching effectiveness. Participants rated teachers with high delivery as more effective than teachers with low delivery, irrespective of student progress. There was a moderate positive correlation ( r = .53) between perceptions of teacher delivery and student progress. Results of a multiple regression analysis revealed that teacher delivery was the best predictor of perceptions of overall teaching effectiveness, followed closely by student progress.

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Saka, Adewale Owodunni, and Peter Aboyami Onanuga. "Teacher Effectiveness of Some Selected Secondary Schools’ Science, Technology, Engineering And Mathematics Subjects: Implication for Sustainable Development Using Science Education." Journal of Education in Black Sea Region 5, no. 1 (December 25, 2019): 3–14. http://dx.doi.org/10.31578/jebs.v5i1.183.

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This study examined the teacher effectiveness of the selected STEM subjects’ teachers of physics, chemistry and biology at thesenior secondary school level in Ijebu North local area of Ogun state, Nigeria. All the fifty teachers delivering the selected STEMsubjects were observed using and adapted Teachers’ Effectiveness Observation Guide (r=0.7). The data collected were analysedusing descriptive and inferential statistics. The results revealed that teacher effectiveness of the selected STEM subjects’ teacherswas relevant. The results also indicated that teacher effectiveness of chemistry teachers was the best among the three categoriesof teachers. Furthermore, the findings revealed no significant gender difference in teacher effectiveness of the selected STEMsubjects’ teachers. The study discussed the implications of the findings for sustainable development using science education. Itrecommended among other things that periodic training should be organized for teachers in all areas of teaching dimensions,particularly in the use of activity-based instructional materials for science teaching.

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Gultiano-Ansayam, Michelle Pamela. "National Competency-Based Teacher Standards and Teaching Effectiveness." International Journal of Innovative Science and Research Technology 5, no. 7 (August 10, 2020): 1154–60. http://dx.doi.org/10.38124/ijisrt20jul824.

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The study was conducted to assess the competency and teaching effectiveness of teachers. It aimed at determining the level of teachers’ competency based on the National Competency-Based Teacher Standards in terms of social regard for learning, learning environment, diversity of learners, curriculum, planning, assessing and reporting, community linkages, and personal growth and professional development. It ascertained the level of teaching effectiveness according to commitment, knowledge of the subject, teaching for independent learning, and management of learning. It correlated teaching effectiveness and competency. Also, it identified the variable that singly or in combination best predicts the teaching effectiveness. Employing descriptive-correlational research design, it was delimited to the ninety (90) teacher-participants in Impasugong I District, twenty-nine (29) teacherparticipants in Impasugong II District and sixty-nine (69) teacher-participants in Sumilao District teaching across Grades 1 to VI. Mean, percentage, the Pearson r analysis, and stepwise regression analysis were applied. Among the seven domains of NCBTS, community linkages got the highest aggregate value of 3.88 described which described teachers as proficient. In all domains, the teachers were also found proficient. Results revealed that 0.5% of teachers were fairly effective, 19.15% were satisfactory, 68.09% were very satisfactory, and 12.23% were outstanding. Teaching effectiveness revealed a significant correlation with all the domains of NCBTS. Teachers’ competency in the curriculum was the sole significant predictor of teachers’ teaching effectiveness.

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S. Jha, Avdhesh. "Teacher Empowerment And Institutional Effectiveness In Teacher Education." i-manager's Journal on School Educational Technology 6, no. 3 (February 15, 2011): 49–56. http://dx.doi.org/10.26634/jsch.6.3.1378.

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Henry, Gary T., David C. Kershaw, Rebecca A. Zulli, and Adrienne A. Smith. "Incorporating Teacher Effectiveness Into Teacher Preparation Program Evaluation." Journal of Teacher Education 63, no. 5 (August 28, 2012): 335–55. http://dx.doi.org/10.1177/0022487112454437.

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Das, Lokanath, and Sanjukta Bhuyan. "TEACHER EFFECTIVENESS AND EMOTIONAL INTELLIGENCE OF GOVERNMENT SECONDARY SCHOOL TEACHERS." SCHOLARLY RESEARCH JOURNAL FOR HUMANITY SCIENCE AND ENGLISH LANGUAGE 9, no. 46 (August 1, 2021): 11413–21. http://dx.doi.org/10.21922/srjhsel.v9i46.6652.

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The revitalization and strengthening of the education system depends on teachers. They play crucial role for the developments of educational standards in the country. This demands teachers to be more effective in the classroom and be optimistic with high Emotional intelligence to influence the students. In the present study, the investigator analyzed the level of Teacher Effectiveness, and Emotional Intelligence of government secondary school teachers, and to find out the relationship among both the variables. The data were collected from 60 Secondary School Teachers of Balasore district using Teacher Effectiveness Scale by Pramod Kumar and D.N. Mutha (1974),Modified version of Emotional Intelligence Scale by Krishnappa V.K. (2008) and self made personal data sheet. The collected data were analyzed by using Mean, SD, t- test and Pearson’s Product Moment Correlation and the findings revealed that (i) Government Secondary School Teachers of different academic stream do not differ both in Teacher Effectiveness and Emotional Intelligence. (ii) There is no significance of difference between Male and Female government Secondary School Teachers both in Teacher Effectiveness and Emotional Intelligence. (iii) There is no relationship between Teacher Effectiveness and Emotional Intelligence.

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Darling-Hammond, Linda, Deborah J. Holtzman, Su Jin Gatlin, and Julian Vasquez Heilig. "Does Teacher Preparation Matter? Evidence about Teacher Certification, Teach for America, and Teacher Effectiveness." education policy analysis archives 13 (October 12, 2005): 42. http://dx.doi.org/10.14507/epaa.v13n42.2005.

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Recent debates about the utility of teacher education have raised questions about whether certified teachers are, in general, more effective than those who have not met the testing and training requirements for certification, and whether some candidates with strong liberal arts backgrounds might be at least as effective as teacher education graduates. This study examines these questions with a large student-level data set from Houston, Texas that links student characteristics and achievement with data about their teachers' certification status, experience, and degree levels from 1995-2002. The data set also allows an examination of whether Teach for America (TFA) candidates-recruits from selective universities who receive a few weeks of training before they begin teaching-are as effective as similarly experienced certified teachers. In a series of regression analyses looking at 4th and 5th grade student achievement gains on six different reading and mathematics tests over a six-year period, we find that certified teachers consistently produce stronger student achievement gains than do uncertified teachers. These findings hold for TFA recruits as well as others. Controlling for teacher experience, degrees, and student characteristics, uncertified TFA recruits are less effective than certified teachers, and perform about as well as other uncertified teachers. TFA recruits who become certified after 2 or 3 years do about as well as other certified teachers in supporting student achievement gains; however, nearly all of them leave within three years. Teachers' effectiveness appears strongly related to the preparation they have received for teaching.

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Aslantas, Ismail. "Impact of Contextual Predictors on Value-Added Teacher Effectiveness Estimates." Education Sciences 10, no. 12 (December 18, 2020): 390. http://dx.doi.org/10.3390/educsci10120390.

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It is widely believed that the teacher is one of the most important factors influencing a student’s success at school. In many countries, teachers’ salaries and promotion prospects are determined by their students’ performance. Value-added models (VAMs) are increasingly used to measure teacher effectiveness to reward or penalize teachers. The aim of this paper is to examine the relationship between teacher effectiveness and student academic performance, controlling for other contextual factors, such as student and school characteristics. The data are based on 7543 Grade 8 students matched with 230 teachers from one province in Turkey. To test how much progress in student academic achievement can be attributed to a teacher, a series of regression analyses were run including contextual predictors at the student, school and teacher/classroom level. The results show that approximately half of the differences in students’ math test scores can be explained by their prior attainment alone (47%). Other factors, such as teacher and school characteristics explain very little the variance in students’ test scores once the prior attainment is taken into account. This suggests that teachers add little to students’ later performance. The implication, therefore, is that any intervention to improve students’ achievement should be introduced much earlier in their school life. However, this does not mean that teachers are not important. Teachers are key to schools and student learning, even if they are not differentially effective from each other in the local (or any) school system. Therefore, systems that attempt to differentiate “effective” from “ineffective” teachers may not be fair to some teachers.

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Fox, Lindsay. "Playing to Teachers’ Strengths: Using Multiple Measures of Teacher Effectiveness to Improve Teacher Assignments." Education Finance and Policy 11, no. 1 (January 2016): 70–96. http://dx.doi.org/10.1162/edfp_a_00176.

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Current uses of value-added modeling largely ignore or assume away the potential for teachers to be more effective with one type of student than another or in one subject than another. This paper explores the stability of value-added measures across different subgroups and subjects using administrative data from a large urban school district. For elementary school teachers, effectiveness measures are highly stable across subgroups, with correlations upward of 0.9. The estimated cross-subject correlation between math and English language arts is around 0.7, suggesting some differential effectiveness by subject. To understand the magnitude of this correlation, I simulate targeted re-sorting of teachers to classrooms based on their comparative advantage. The results suggest that using multiple measures of value added to specialize teachers by subject could produce small average increases in student achievement, and larger increases for some students.

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Chen, Dyi-Cheng, Bo-Yan Lai, and Chin-Pin Chen. "Stimulating the Influence of Teaching Effectiveness and Students’ Learning Motivation by Using the Hierarchical Linear Model." Sustainability 14, no. 15 (July 27, 2022): 9191. http://dx.doi.org/10.3390/su14159191.

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In the context of school learning and teaching, teachers are leaders who stimulate students’ learning outcomes through leadership styles. The teacher efficacy of this study is discussed by using multiple teaching and class management strategies. Because the situation of each school is different, the contingency theory is used to design the research structure. This study changed the original leadership style to the new leadership style; effectiveness to teacher effectiveness; and context to school context, and set them as moderators. Since the unit of analysis is teachers, it is difficult to find factors such as differences in regression coefficients in the school context. Therefore, the HLM hierarchical linear analysis is used, and the school context is set as the second level, and then statistical analysis is performed. Teachers’ leadership styles have significant differences in multiple teaching strategies for teacher effectiveness. Moral leadership and charismatic leadership have a moderating effect on the multiple teaching strategies of teacher effectiveness. The multiple teaching strategies of teacher effectiveness have a significant effect in middle school situations with lower moral leadership. On the other hand, charismatic leadership is more pronounced in middle school situations than in high school situations. Teachers’ leadership styles have a significant impact on classroom management of teacher effectiveness. Under the situational control of schools, moral leadership, charismatic leadership, and supportive leadership have moderating effects on classroom management of teacher effectiveness. When the classroom management of teacher effectiveness is in the middle school situation, low moral leadership is more significant; in the high school situation, charismatic leadership will reduce the effectiveness of the class management; in the moderate or high situation, the higher the support of the leader, the greater the effect of class management.

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Pishghadam, Reza, Shaghayegh Shayesteh, and Simindokht Rahmani. "Contextualization-Emotionalization Interface: A Case of Teacher Effectiveness." International and Multidisciplinary Journal of Social Sciences 5, no. 2 (July 30, 2016): 97. http://dx.doi.org/10.17583/rimcis.2016.1907.

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Given the prominence of cognitive and affective factors in teacher effectiveness, this study intends to look at the issue from a different perspective and examine the roles of contextualization and emotionalization in teacher success. In so doing, 305 English as a Foreign Language (EFL) learners rated their English teachers to determine the extent to which they contextualize and emotionalize their instructions. During the first phase of the study, a pair of scales were constructed and substantiated via Confirmatory Factor Analysis (CFA) to serve the abovementioned purpose. As for the second phase, Structural Equation Modeling (SEM) was utilized to shed light on any probable relationships among the independent variables and teacher success. The results indicated that, teachers who contextualize and emotionalize their instructional practices, enjoy an enhanced level of success. Moreover, it was revealed that, in the close competition between contextualization and emotionalization, contextualization was identified as a slightly better predictor of teacher success. Building upon the rather strong links between the sub-construct of contextualization and emotionalization, it was further inferred that, mutual juxtaposition of the two concepts contribute to teacher success. In the end, the results were discussed in the realm of English language education.

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Mukhtar, Hidayat, and Alef Meichaty. "EFFECTIVENESS OF TEACHER CERTIFICATION IN IMPROVING SERVICE PROFESSIONAL SERVICE IN MADRASAH ALIYAH STATE OF JAMBI PROVINCE." International Journal of Research -GRANTHAALAYAH 7, no. 12 (June 9, 2020): 292–314. http://dx.doi.org/10.29121/granthaalayah.v7.i12.2019.323.

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The purpose of this study was to find out the factors that resulted in the inability of the effectiveness of teacher certification in improving teacher professional services in the Madrasah Aliyah Negeri Jambi Province, how effective the certification of teachers in the Madrasah Aliyah Negeri Jambi Province, how teacher professional services in the Madrasah Aliyah Negeri Jambi Province, and how the effectiveness of teacher certification in improving teacher professional services in Madrasah Aliyah Negeri Jambi Province. The research approach used is a qualitative approach where data collection techniques are carried out by means of observation, interviews, and documentation. This study results in findings that the effectiveness of teacher certification in the Madrasah Aliyah Negeri Jambi Province has not been able to optimally improve teacher professional services due to inconsistent recruitment procedures for teacher certification candidates, weak implementation of government regulations on government employees discipline, the absence of regulations that bind certified teachers, and the actualization of certified teacher actualization. The effectiveness of teacher certification has not been implemented properly due to the operational guidelines and technical guidelines for teacher certification which only lead to the fulfillment of administrative obligations and have not touched on the impact and results of the teacher professional allowance. Teacher professional services in Madrasah Aliyah Negeri Jambi Province prioritize the fulfillment of non-substantive aspects. The effectiveness of teacher certification in the improvement of professional care services in Madrasah Aliyah Negeri Jambi Province is more pragmatic. So that certified teachers are more concerned with meeting economic needs rather than updating in the teaching and learning process.

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Anwar, Rahila Huma, Sajida Zaki, Natasha Memon, and Ramayah Thurasamy. "Exploring the Interplay of Trait Emotional Intelligence and ESL Teacher Effectiveness: Is Self-Efficacy the Mechanism Linking Them?" SAGE Open 11, no. 4 (October 2021): 215824402110613. http://dx.doi.org/10.1177/21582440211061378.

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This study investigated the influence of trait emotional intelligence (EI) and self-efficacy (SE) on English as a Second Language (ESL) teachers’ effectiveness (TE). The study also explored the mediating role of teacher self-efficacy in augmenting the relationship between trait EI and teacher effectiveness. We adopted a quantitative survey design involving both public and private sector higher education institutions (HEIs) of Pakistan. The participants ( N = 243 ESL teachers) were selected via convenience sampling. Data were analyzed using Partial Least Squares-Structural Equation Modelling (PLS-SEM) via SmartPLS3 software. Analysis through standard bootstrapping procedure resulted in direct and indirect (mediation analysis) path coefficients. Trait EI predicted ESL teachers’ effectiveness and self-efficacy. However, teacher self-efficacy was found to be more important as it revealed a larger effect on teacher effectiveness than trait EI and also mediated the relationship between trait EI and teacher effectiveness. The findings support previous research that positions emotional intelligence at the core of teaching effectiveness and has highlighted the predominant role that self-efficacy can play in strengthening this relationship. This study is significant as it underscored the importance of trait EI and self-efficacy in facilitating teacher effectiveness at the tertiary level. Implications and directions for future research are discussed.

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