Статті в журналах: "Teacher effectiveness"

1

Ahmad Ganai, Ashaq. "Teacher Effectiveness and Factors Promoting Teacher Effectiveness." International Journal of Science and Research (IJSR) 12, no. 8 (August 5, 2023): 1389–92. http://dx.doi.org/10.21275/sr23812122127.

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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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3

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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4

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.

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5

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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6

Fauzi, Iwan, and Andrian Nuriza Johan. "Reviewing Teacher Effectiveness in Improving Student Learning." EBONY: Journal of English Language Teaching, Linguistics, and Literature 4, no. 1 (January 25, 2024): 39–49. http://dx.doi.org/10.37304/ebony.v4i1.12295.

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This research is dealing with the review of teacher effectiveness in improving student learning. A qualitative research method by using technique of library research was applied in analyzing the data in this research. There are four aspects of teacher effectiveness reviewed by the researchers: firstly, the nature of teacher’s effectiveness; secondly, teacher effectiveness based on the teacher’s performance; thirdly, teacher effectiveness based on the student’s achievement; and fourthly, benefits of teacher effectiveness for improving student learning. The results from four aspects which are reviewed give a comprehensive definition of effective teachers and specific method on how to evaluate teacher effectiveness based on teacher performance such as supervisors’ rating, students’ evaluation of teachers, peer-reviewed assessment, and self-evaluation. In addition, the review also evaluated teacher effectiveness based on student’s achievement in which value-added models were exemplified to the measurement of the effectiveness. Last, beyond teachers’ contribution to student achievement; this library research also includes how effective teachers impact student learning which obviously contribute to important outcomes for students as benefits for learning improvement.

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7

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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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.

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9

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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10

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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11

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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12

Barnes, Gail V. "Self-Efficacy and Teaching Effectiveness." String Research Journal os-1, no. 1 (July 2000): 37–57. http://dx.doi.org/10.1177/1948499200os-100103.

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Interpreting changing levels of self-efficacy while improving effective teaching behaviors can be one goal of teacher education programs. Undergraduate education majors often begin their teacher education programs with high levels of self-efficacy (a belief in one's capabilities). These levels of self-efficacy frequently decline as preservice teachers progress through their curriculum and make the transition to in-service teaching. A slight decline in these levels can be interpreted as a novice teacher's greater understanding of the complexity of the teaching process. Eighteen preservice string teachers evaluated their levels of self-efficacy with the Teacher Efficacy Scale (Guskey and Passaro, 1994) three times during an academic year. The preservice teachers were videotaped three times during regular teaching assignments at a community music program. They self-evaluated the teaching episodes by the means of a Music Teaching Observation Form (Kelly, 1984). Experienced educators also evaluated the tapes. Group and individual means indicated that ratings of teaching effectiveness by both preservice teachers and experienced educators increased while levels of self-efficacy decreased slightly. Several specific items from the Teacher Efficacy Scale and Music Teaching Teaching Observation Form had significant changes. Changing levels in self-efficacy did not have an influence on increased teaching effectiveness scores for this specific group of preservice teachers.

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13

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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14

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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15

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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16

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.

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17

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

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18

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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19

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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20

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.

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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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22

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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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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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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27

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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Mugizi, Wilson, Richard Otaka, and Joseph Rwothumio. "Performance Management and Teacher Effectiveness in Primary Schools in Bulaago Coordinating Centre, Bulambuli District, Uganda." Interdisciplinary Journal of Education 6, no. 2 (December 31, 2023): 122–40. http://dx.doi.org/10.53449/ije.v6i2.282.

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Abstract This study examined the relationship between performance management and teacher effectiveness in primary schools in Bulaago Coordinating Centre, Bulambuli District, Uganda. Informed by the Goal Setting Theory, performance management measured in terms of goal setting, performance appraisal and career development was related to teacher effectiveness Teachers’ effectiveness was also considered as a multi-dimensional concept covering content knowledge, personal conduct, pedagogical effectiveness, professional effectiveness and classroom management. This study employed the correlational research design on a sample of 102 teachers. Data were collected using a questionnaire and analysed using quantitative methods. Structural equation modelling (SEM) results revealed that while goal setting and career development had positive and significant relationship with teacher effectiveness, performance management appraisal had positive but insignificant relationship with teacher effectiveness. Therefore, it was concluded that goal setting is important for teacher effectiveness, the way of implementing performance appraisal does not enhance teacher effectiveness and career development is necessary for teacher effectiveness. Therefore, it is recommended that administrators should emphasize goal setting in the management of schools and improve the way of implementing appraisal. The Ministry of Education and Sports and school administrators should support teacher career development to enhance their effectiveness.

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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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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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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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Abdullahi and Nimota Jibola Kadir. "Education Quality Management and Teacher Effectiveness in Nigeria." ATTARBAWIY: Malaysian Online Journal of Education 3, no. 1 (June 30, 2019): 59–68. http://dx.doi.org/10.53840/attarbawiy.v3i1.67.

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This study investigated education quality management and teacher effectiveness in Nigeria. The aims of this study are to examine the relationship between good administration, discipline, optimal curriculum implementation and teacher effectiveness in public primary schools in Nigeria. Three hypotheses were formulated. Quantitative research design was used for the study. A self-constructed questionnaire titled “Education Quality Management and Teacher Effectiveness Questionnaire” (EQMTEQ) was used to collect information for the study. The population of this study comprised all 14,216 teachers in public primary schools in Kwara State, Nigeria. Sample of 376 were selected with the use of Research Advisor (2006) table of determined sample size of a known population, stratified random sampling technique was used to select teachers from the sample schools. The data collected were analyzed using Pearson product moment correlation statistical analysis. All hypotheses were tested at 0.05 level of significance. The results shows that there was a positive and significant relationship between good administration, discipline, optimal curriculum implementation and teacher effectiveness in public primary schools in Nigeria. It was recommended that head teachers should continue to provide effective administrative functions, head teachers should serve as a role model in carried out their duties in order enhance teacher effectiveness in public primary schools in Nigeria.

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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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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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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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Evi Sri Handayati, Anas Amarulloh, and Fadhlu Rahman. "EFFECTIVENESS OF IMPLEMENTING THE TEACHER PROFESSION CERTIFICATION POLICY IN KEBONPEDES DISTRICT." SOSIOEDUKASI : JURNAL ILMIAH ILMU PENDIDIKAN DAN SOSIAL 13, no. 1 (June 24, 2024): 34–47. http://dx.doi.org/10.36526/sosioedukasi.v13i1.3797.

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One crucial element in advancing education is the presence of educators with high professionalism. Considering the rough overview of the current condition of teachers, the situation is very concerning due to their low motivation and competence. Addressing this, this research aims to: (1) Examining the impact of teacher motivation on the success of teacher certification policy implementation; (2) Evaluate teacher competence in the success of implementing the teacher professional certification policy; (3) Investigate the combined influence of motivation and teacher competence on the success of implementing the teacher professional certification policy. The research analysis unit is in the Kebonpedes Subdistrict of Sukabumi Regency. The research subjects are certified teachers. A total of 66 individuals, equivalent to 50% of the total population of 132 individuals, were selected as samples. The eeffectiveness of implementing the teacher professional certification policy is proven to be influenced by the level of motivation and competence of the teachers.

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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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Marnita, Marnita, Diding Nurdin, and Eka Prihatin. "The Effectiveness of Elementary Teacher Digital Literacy Competence on Teacher Learning Management." Journal of Innovation in Educational and Cultural Research 4, no. 1 (January 10, 2023): 35–43. http://dx.doi.org/10.46843/jiecr.v4i1.444.

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An educator or teacher must have adequate ability to use digital technology and communication tools to access, use, and even evaluate digital-based learning processes. This ability is referred to as the digital competence of a teacher in training his students to build new knowledge actively and creatively, which is very closely related to the lives of Generation Z who are active students today. The purpose of this study is to analyze the Digital Literacy Competence of Elementary School Teachers on Teacher Learning Management in Gandapura District. The sample in this study were elementary school teachers with thematic learning. The technique of data analysis through data reduction is by selecting every incoming data through observation, interviews, and documentation which are then summarized and selected according to the indicators needed. The findings of this study are that public elementary schools in Gandapura District have teachers who understand digitalization with low, medium, and high levels of understanding. So, it can be concluded that the digital competence of teachers has a good contribution to the development of effective and efficient teacher learning management. Teachers' digital literacy competencies can create student enthusiasm and harmony between teachers and students in the class on thematic lessons, especially science which is usually more difficult for students.

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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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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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43

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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44

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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Aisyah, Syifa. "TEACHERS’ PERCEPTIONS REGARDING ENGLISH LANGUAGE PROFICIENCY AND TEACHING EFFECTIVENESS." English Education and Applied Linguistics Journal (EEAL Journal) 5, no. 3 (December 10, 2022): 156–61. http://dx.doi.org/10.31980/eeal.v5i3.55.

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Most English teachers teach students that the discussions to be taught are not so detailed that most students do not fully understand what the teacher is teaching. There are also teachers who give only assignments at the beginning of the lesson without explained the material that will be taught beforehand. So many students are overwhelmed and don't understand learning. In this situation, the study finds out how teachers feel about English language proficiency and their teaching effectiveness in English lessons. The study used a qualitative approach with semi-structured interview. The study was conducted at one of the Junior High School in Garut, West Java. It collected data from a Junior High School teacher. Furthermore, the study found that the relationship between English language proficiency and teaching effectiveness is that if a teacher had mastered English correctly and if a teacher had applied the right way of learning, especially in English study will be certainly improve student skills. The teacher will be very easy to present to the children and will make effective teaching in the classroom

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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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47

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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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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49

Aisyah, Syifa. "TEACHERS’ PERCEPTIONS REGARDING ENGLISH LANGUAGE PROFICIENCY AND TEACHING EFFECTIVENESS." English Education and Applied Linguistics Journal (EEAL Journal) 5, no. 3 (January 12, 2023): 156–61. http://dx.doi.org/10.31980/eealjournal.v5i3.2529.

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Most English teachers teach students that the discussions to be taught are not so detailed that most students do not fully understand what the teacher is teaching. There are also teachers who give only assignments at the beginning of the lesson without explained the material that will be taught beforehand. So many students are overwhelmed and don't understand learning. In this situation, the study finds out how teachers feel about English language proficiency and their teaching effectiveness in English lessons. The study used a qualitative approach with semi-structured interview. The study was conducted at one of the Junior High School in Garut, West Java. It collected data from a Junior High School teachers. Furthermore, the study found that the relationship between English language proficiency and teaching effectiveness is that if a teacher had mastered English correctly and if a teacher had applied the right way of learning, especially in English study will be certainly improve student skills. The teacher will be very easy to present to the children and will make effective teaching in the classroom.

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50

Azkiyah, Siti Nurul, and Amirul Mukminin. "Measuring English teaching quality: what teacher effectiveness research can offer?" XLinguae 16, no. 2 (April 2023): 238–49. http://dx.doi.org/10.18355/xl.2023.16.02.18.

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Research findings worldwide suggest that teachers should continually improve their teaching quality, which refers to instruction or actions to deliver teaching and learning materials, even if they are good teachers. The question is the basis that should be considered to decide the improvement priorities. Therefore, this paper reviews theoretically driven and empirically validated teacher instruction contributing to student outcomes, which can serve as a framework for deciding the areas of improvement. The paper also reviews relevant techniques to measure teacher instruction to determine teachers' teaching quality. The study employed a qualitative method, in which a literature review on educational effectiveness research, especially teacher effectiveness research, was carried out to understand teacher actions in the classroom that contribute to achieving learning goals, especially concerning English lessons, as the focus of this paper. The paper used keywords such as effective English teaching, educational effectiveness research, teaching quality, teacher effectiveness research, and techniques of measuring teaching quality to find relevant literature. The findings conclude that the classroom factors of the dynamic model of educational effectiveness research could serve as a framework to conceptualize English teaching quality, whereas techniques like student surveys or observation can be used to investigate teachers’ initial instructional practices.

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