Towards a framework of teaching effectiveness in public
1. TOWARDS A FRAMEWORK OF
TEACHING EFFECTIVENESS IN
PUBLIC SCHOOLS:
A Mixed Methods Study of
Excellence in Classroom Practice
A Research Proposal
2. what constitutes and influences
teaching
effectiveness and what are the factors that makes a
teacher effective. It will take into account the
influences of factors that may contribute to effective
teacher’s classroom practices; the relationships
between observed classroom practice and students
needs, school context, teacher professional life, and
professional identity; and most of all, its implications
for key stakeholders who are involved in raising
standards in schools.
3. In building a framework for teaching effectiveness, this study aims to
accomplish four main aims:
(1) To describe, analyze and explain the factors that influences
effective teacher‟s classroom practices using methods of observation,
standardized performance appraisal system, detailed field notes and pupil
and teachers‟ perceptions;
(2) To explore classroom practice of the respondent teachers across
different school contexts, professional life phases and ages in relation to
observation of professional practice and,
(3) To analyze the relationships between observed classroom practice
and students needs, school context, teacher professional life and ages,
and most of all,
(4) implications for key stakeholders who are involved in raising
standards for schools and for teacher development.
4. The in-depth analysis of quantitative and qualitative
investigation will provide the framework of teaching
effectiveness which highlights teaching practices and
processes that will inform educational leaders’ the evidencebased decisions and draw conclusions and
recommendations about their implications for the systems
at large.
5. Teaching is a part of nearly every professional's activities
and, for some, it is a career (Ursano, Amy M; Kartheiser, Paul
H; Ursano, Robert J). However, the complex and essential
nature of teaching in our professions is often overlooked. The
teacher's essential skills, attitudes, and behaviors are rarely
described and even less often given thought (Weissmann, et
al., 2006).
6. teaching effectiveness is a multi-dimensional construct
(Kington, et.al.,2010) --that is, it is possible that a teacher
may excel in some aspects of teaching, but not in others.
Thus, articulating the old adage that: “Nobody has the
monopoly of everything.”
7. specific focus on characteristics and practices of
teachers who appear to be successful in their
teaching. Hence, this study would come up with an
analysis of the best practices and what works best in
ensuring quality education which will form a
framework of teaching effectiveness.
8. the current literature does not identify what makes
a teacher effective in different circumstances and at
different times or ages, different school contexts, and
professional life phases.
9. does not combine observational studies with
other key factors that affect the quality of
teachers, teaching and pupil outcomes such as
career phase, teacher identity, and school
processes, and social contexts. There is a need
for research in the country to examine more
closely the links between effectiveness at the
school level and the ways in which it can
promote and support effective teaching within
individual classrooms, particularly since the
impact of classroom level effectiveness has
been shown to influence practice more directly
than whole school effectiveness (Creemers ,
1994; Muijs and Reynolds, 2000; Scheerens,
1992; Teddlie and Liu, 2008). This has
continued to be an area of interest in this
study.
10. This enabled a research-informed account and
explanation of the relationships between teacher’s
backgrounds, context, interactions, and experiences
over time and their classroom practice.
11. Republic Act No. 7784 defines "Excellence in education" as pertaining to the
„efficient, effective and innovative delivery of relevant, functional, and quality
programs‟ in the teaching and learning process. The excellence in providing quality
education happens with the interplay of the schools, teachers, social support to
learning, complementary interventions, and good leaders. Collaboration of all these
basic components are important to promote “breakthrough” practices and these
practices are characterized by shared responsibility of all stakeholders for student
success. (Fullan, Hill and Crevola, 2006).
