This document summarizes a qualitative study that investigated excellent teachers' beliefs about the qualities of a good teacher. Six excellent teachers from various schools were interviewed. The key findings that emerged from the interviews were:
1) Teachers believed that a good teacher's personality, including having a warm and approachable demeanor, is more important than their knowledge.
2) A student-centered approach is important, where teachers address different learning styles, needs, potentials, and paces of individual students.
3) Nurturing students through empathy, kindness, encouragement, and parental involvement is important for building trust and motivating learning.
4) Maintaining a high level of professionalism through strong content knowledge, ped
International Journal of Humanities and Social Science Invention (IJHSSI)inventionjournals
is an international journal intended for professionals and researchers in all fields of Humanities and Social Science. IJHSSI publishes research articles and reviews within the whole field Humanities and Social Science, new teaching methods, assessment, validation and the impact of new technologies and it will continue to provide information on the latest trends and developments in this ever-expanding subject. The publications of papers are selected through double peer reviewed to ensure originality, relevance, and readability. The articles published in our journal can be accessed online.
Teachers constitutes the most important asset in teaching profession, thus, their readiness and interest towards work is important to the educational development. This study adopted a quantitative research of the survey type to provide a numeric description of portion of the population. The perception of teachers towards work and teaching profession were examined and the findings reveal that, teachers are willing to show more commitment to their work and the teaching profession. The study recommends that stakeholders should give support to teachers towards fulfilling the school objectives.
International Journal of Humanities and Social Science Invention (IJHSSI)inventionjournals
is an international journal intended for professionals and researchers in all fields of Humanities and Social Science. IJHSSI publishes research articles and reviews within the whole field Humanities and Social Science, new teaching methods, assessment, validation and the impact of new technologies and it will continue to provide information on the latest trends and developments in this ever-expanding subject. The publications of papers are selected through double peer reviewed to ensure originality, relevance, and readability. The articles published in our journal can be accessed online.
Teachers constitutes the most important asset in teaching profession, thus, their readiness and interest towards work is important to the educational development. This study adopted a quantitative research of the survey type to provide a numeric description of portion of the population. The perception of teachers towards work and teaching profession were examined and the findings reveal that, teachers are willing to show more commitment to their work and the teaching profession. The study recommends that stakeholders should give support to teachers towards fulfilling the school objectives.
Teachers’ Perceptions and Practices of Classroom Assessment in Secondary Scho...Md. Mehadi Rahman
Classroom assessment is an essential part of education. The study investigated teachers’ perceptions of classroom assessment and their current classroom assessments practices in secondary science in Bangladesh. Specifically, the study sought to gain an understanding of to what extent teachers use different classroom assessment strategies to understand and to support both teaching and learning processes and how their perception is related with their classroom assessment practice. The study was mainly quantitative with some integration of qualitative approach. Data sources were secondary science teachers and their science classrooms. The study used a questionnaire to establish the teachers’ perceptions of classroom assessment in science, a lesson observation protocol, and pre-lesson and post-lesson observation interview protocols as main sources of data collection. A total of thirty teachers (twenty male and ten female) were chosen randomly from six secondary schools in Dhaka city. The findings suggest that teachers perceive classroom assessment as summative assessment. What teachers said about their classroom assessment practice was not reflected during their teaching. Therefore, the teachers’ perceptions of classroom assessment have no significant relation with their classroom assessment practices.
This study endeavoured to establish the characteristics of effective teachers and how these characteristics assisted teachers to improve learner performance. To address this aim, a case study design was employed as a methodology for the study, consisting of five rural schools. A literature study was conducted, alongside semi-structured individual interviews with five school principals and focus group interviews with twenty eight teachers from the same rural schools from where school principals were drawn. The collected data was analysed thematically, by establishing themes and their emerging categories. The established themes and their categories were interpreted and discussed to answer the research questions. The major findings of the study revealed that an effective teacher has a blend of three characteristics, namely, professional characteristics, personality characteristics and social characteristics. The blend of characteristics contribute to the quality of teaching and learning processes. The study recommended that educational practitioners in diversity should be cognisant of the characteristics of effective teachers and nurture them appropriately as these characteristics have a life-transforming effects on the lives of the learners.
In educating the students, teachers’ beliefs on teaching and learning influenced not only on what to teach and how to do it, but also on how to assess their students. Education has a goal that students can apply the knowledge gained in real world activities. Through assessment process, it helps them to understand their strengths and weaknesses of their abilities development. This research aims to find out teachers’ beliefs about performance assessment and how they use it to assess their students in one of public college under The Ministry of Industry in Indonesia. Data findings are obtained by using interviews, observation and document analysis conducted on T1 and T2 as the participants. Researcher used the five elements of performance assessment to make the instruments and analyze the findings. Results indicated that there were differences between what they say and what they do. The differences appeared because of the theories they knew, their own knowledge and experiences they have in teaching.
School effectiveness-and-improvement-contribution-of-teacher-qualification-to...oircjournals
School examination results the world over are arguably the most important measure of perceived success or failure
of a candidate. It has been pointed out by the Nyanza Provincial Education Board that the province’s performance in
examinations and the quality of education in general is unsatisfactory and inadequate. The paper sought to determine
the contribution of teacher qualification to students’ scores. The study adopted the Theory of Organisational Climate
which defines organisational climate as the human environment within which an organization’s employees do their
work. A case study and survey design was used. Purposive sampling was used to identify the four schools under study
and form three students. Simple random sampling was used to select the respondents of the study. Data was analyzed
using both qualitative and quantitative using descriptive statistics in particular percentages and means. The study
found that teachers’ qualifications affect teaching ability while knowledge of teachers’ subject was among the major
teacher factors contributing to students’ academic achievements.
This is an example of presentation under subject BEL 422. The tittle is "Level of satisfaction Towards The Band System in Lower Secondary School". Hope, this slide will help you in your assignment :)
Jennifer T. Butcher, PhD Proposal Defense, Dr. William Allan Kritsonis, Disse...William Kritsonis
Dr. William Allan Kritsonis, PhD Dissertation Chair for Jennifer T. Butcher, PhD Program in Educational Leadership, PVAMU, Member of the Texas A&M University System.
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Title: Hiring and Retaining Great Independent School Teachers By: Balossi, Matt, Hernández, Natalie R., Independent School, 01459635, 20161201, Vol. 75, Issue 2Database: ERIC
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spotlight on research
The positive impact of great teachers on student learning is undeniable. Independent schools pride themselves on providing a unique educational experience for students -- one that is robust and mission-driven, tailored to low student-to-teacher ratios and more personalized learning with high-quality teachers.
While numerous studies measure teacher effectiveness in public schools, there is little research on teacher quality among independent schools. In fact, the topic of teacher quality in public schools receives widespread media coverage, funding, and special interest. In order to better understand how independent schools describe high-quality teachers and align practices to that description, we partnered with the National Association of Independent Schoo ...
Teachers’ Perceptions and Practices of Classroom Assessment in Secondary Scho...Md. Mehadi Rahman
Classroom assessment is an essential part of education. The study investigated teachers’ perceptions of classroom assessment and their current classroom assessments practices in secondary science in Bangladesh. Specifically, the study sought to gain an understanding of to what extent teachers use different classroom assessment strategies to understand and to support both teaching and learning processes and how their perception is related with their classroom assessment practice. The study was mainly quantitative with some integration of qualitative approach. Data sources were secondary science teachers and their science classrooms. The study used a questionnaire to establish the teachers’ perceptions of classroom assessment in science, a lesson observation protocol, and pre-lesson and post-lesson observation interview protocols as main sources of data collection. A total of thirty teachers (twenty male and ten female) were chosen randomly from six secondary schools in Dhaka city. The findings suggest that teachers perceive classroom assessment as summative assessment. What teachers said about their classroom assessment practice was not reflected during their teaching. Therefore, the teachers’ perceptions of classroom assessment have no significant relation with their classroom assessment practices.
This study endeavoured to establish the characteristics of effective teachers and how these characteristics assisted teachers to improve learner performance. To address this aim, a case study design was employed as a methodology for the study, consisting of five rural schools. A literature study was conducted, alongside semi-structured individual interviews with five school principals and focus group interviews with twenty eight teachers from the same rural schools from where school principals were drawn. The collected data was analysed thematically, by establishing themes and their emerging categories. The established themes and their categories were interpreted and discussed to answer the research questions. The major findings of the study revealed that an effective teacher has a blend of three characteristics, namely, professional characteristics, personality characteristics and social characteristics. The blend of characteristics contribute to the quality of teaching and learning processes. The study recommended that educational practitioners in diversity should be cognisant of the characteristics of effective teachers and nurture them appropriately as these characteristics have a life-transforming effects on the lives of the learners.
In educating the students, teachers’ beliefs on teaching and learning influenced not only on what to teach and how to do it, but also on how to assess their students. Education has a goal that students can apply the knowledge gained in real world activities. Through assessment process, it helps them to understand their strengths and weaknesses of their abilities development. This research aims to find out teachers’ beliefs about performance assessment and how they use it to assess their students in one of public college under The Ministry of Industry in Indonesia. Data findings are obtained by using interviews, observation and document analysis conducted on T1 and T2 as the participants. Researcher used the five elements of performance assessment to make the instruments and analyze the findings. Results indicated that there were differences between what they say and what they do. The differences appeared because of the theories they knew, their own knowledge and experiences they have in teaching.
School effectiveness-and-improvement-contribution-of-teacher-qualification-to...oircjournals
School examination results the world over are arguably the most important measure of perceived success or failure
of a candidate. It has been pointed out by the Nyanza Provincial Education Board that the province’s performance in
examinations and the quality of education in general is unsatisfactory and inadequate. The paper sought to determine
the contribution of teacher qualification to students’ scores. The study adopted the Theory of Organisational Climate
which defines organisational climate as the human environment within which an organization’s employees do their
work. A case study and survey design was used. Purposive sampling was used to identify the four schools under study
and form three students. Simple random sampling was used to select the respondents of the study. Data was analyzed
using both qualitative and quantitative using descriptive statistics in particular percentages and means. The study
found that teachers’ qualifications affect teaching ability while knowledge of teachers’ subject was among the major
teacher factors contributing to students’ academic achievements.
This is an example of presentation under subject BEL 422. The tittle is "Level of satisfaction Towards The Band System in Lower Secondary School". Hope, this slide will help you in your assignment :)
Jennifer T. Butcher, PhD Proposal Defense, Dr. William Allan Kritsonis, Disse...William Kritsonis
Dr. William Allan Kritsonis, PhD Dissertation Chair for Jennifer T. Butcher, PhD Program in Educational Leadership, PVAMU, Member of the Texas A&M University System.
Loading...
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Accessibility Information and ToolsAccessibility Information and Tips Revised Date: 07/2015Request Document Optimized for ScreenreaderHiring and Retaining Great Independent School Teachers
University Library
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ERIC
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Please enter search term(s).
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Anglais/Français
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Αγγλικά/Ελληνικά
English/Hausa
אנגלית/עברית
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angol/magyar
Inggris/bahasa Indonesia
Inglese/Italiano
英語/日本語
영어/한국어
Engelsk/Norsk
انگليسی/فارسی
angielski/polski
Inglés/Português
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Inglés/Español
English/Serbian
Angleški/Slovenski
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Engelska/svenska
อังกฤษ/ไทย
İngilizce/Türk
Англійська/Українська
انگریزی/اردو
Translation in Progress:
Translations powered by Language Weaver Service
Title: Hiring and Retaining Great Independent School Teachers By: Balossi, Matt, Hernández, Natalie R., Independent School, 01459635, 20161201, Vol. 75, Issue 2Database: ERIC
HTML Full Text
Hiring and Retaining Great Independent School Teachers ListenPauseStop
Select:
American Accent
Australian Accent
British Accent
VolumeSettingsDownload mp3Close Player
Speech-enabled by ReadSpeaker
spotlight on research
The positive impact of great teachers on student learning is undeniable. Independent schools pride themselves on providing a unique educational experience for students -- one that is robust and mission-driven, tailored to low student-to-teacher ratios and more personalized learning with high-quality teachers.
While numerous studies measure teacher effectiveness in public schools, there is little research on teacher quality among independent schools. In fact, the topic of teacher quality in public schools receives widespread media coverage, funding, and special interest. In order to better understand how independent schools describe high-quality teachers and align practices to that description, we partnered with the National Association of Independent Schoo ...
Management Practices of School Principals to Enhance Teacher Excellence in Co...JoanieHaramain1
This article focuses on the management practices of public secondary school principals as perceived by school managers and secondary school teachers to improve teacher excellence and students' performance for the attainment of quality education.
STUDENTS' RESPONSIVENESS IN SPECIAL SCIENCE CLASSES OF TEACHERS' PEDAGOGICAL ...RayRudolfPastrana1
Participants were 392 students in the Special Science Classes of San Miguel National High School, Division of Bulacan during the school year 2019—2020. Tested at the .05 level were two null hypotheses: "Students across gender and grade level do
not differ in their valuation of teacher instructional strategies along the six measures" and "No relationships exist between students' performance in English and their valuation of the six measures of teachers' instructional strategies.
International Journal of Humanities and Social Science Invention (IJHSSI)inventionjournals
International Journal of Humanities and Social Science Invention (IJHSSI) is an international journal intended for professionals and researchers in all fields of Humanities and Social Science. IJHSSI publishes research articles and reviews within the whole field Humanities and Social Science, new teaching methods, assessment, validation and the impact of new technologies and it will continue to provide information on the latest trends and developments in this ever-expanding subject. The publications of papers are selected through double peer reviewed to ensure originality, relevance, and readability. The articles published in our journal can be accessed online.
The Journal will bring together leading researchers, engineers and scientists in the domain of interest from around the world. Topics of interest for submission include, but are not limited to
This presentation formed part of the HEA-funded workshop 'Research methods for teacher education'.
This event brought together academic experts in educational research methods with school leaders, to debate, share and determine how student teachers and teachers on part-time Masters-level programmes can best be taught to use research methods to better understand and ultimately, improve the quality of their teaching and improve educational outcomes for pupils and schools.
This presentation forms part of a blog post which can be accessed via: http://bit.ly/1m8vkEW
For further details of HEA Social Sciences work relating to teaching research methods in the Social Sciences please see http://bit.ly/15go0mh
Educational research is a type of systematic investigation that applies empirical methods to solving challenges in
education. It adopts rigorous and well-defined scientific processes to gather and analyze data for problem-solving
and knowledge advancement.
Why educational research is conducted?
The purpose of educational research is to develop new knowledge about the teaching-learning situation to
improve educational practice. Research in education has enabled significant progress to be made in curriculum
development and reform, educating learners with difficulties, understanding the individual differences and
preferences and in adapting methods of instruction to the needs of individual learners.
According to “Assistant Professor of Project Management, Harrisburg University of Science
and Technology Wisdom is knowledge rightly applied. Conducting research is all about gaining
wisdom. It can be an exciting part of a college student’s educational journey — be it a simple
research paper, thesis, or dissertation”
The purpose of this study was to determine how parenting contributes to deviancy in school among students at Bokamoso Junior Secondary School. The study was a descriptive survey in which a questionnaire was administered to Form 2 and Form 3 students of Bokamoso Secondary School to collect data. The results were then presented using mean and standard deviation. The results showed that majority of students were male around the age of 16-20 years. The results further revealed that parental involvement has a significant influence on students being deviant, which was given by an average mean of 2.55 which is above the criterion mean of 2.50 and average standard deviation of 0.572. It was concluded that parenting is factor associated with a deviancy amongst students at Bokamoso Secondary School. It was therefore recommended that they should be a joint disciplinary council consisting of parents or guardian, teachers and school management which usually recommends on how to deal or act on certain offences depending on the gravity of offences.
This paper studies the pattern of students’ movement within and around the various classes of degrees in Modibbo Adama University of Technology, Yola, Nigeria. In this paper, a transition matrix was developed for the five classes of degrees using movement patterns in ten consecutive semesters (2011 – 2016). The probabilities of moving across the five different classes was obtained. Furthermore, a fundamental matrix was obtained to determine the expected number of students who stay within each particular class (stayers).
This study endeavoured to establish the characteristics of effective teachers and how these characteristics assisted teachers to improve learner performance. To address this aim, a case study design was employed as a methodology for the study, consisting of five rural schools. A literature study was conducted, alongside semi-structured individual interviews with five school principals and focus group interviews with twenty eight teachers from the same rural schools from where school principals were drawn. The collected data was analysed thematically, by establishing themes and their emerging categories. The established themes and their categories were interpreted and discussed to answer the research questions. The major findings of the study revealed that an effective teacher has a blend of three characteristics, namely, professional characteristics, personality characteristics and social characteristics. The blend of characteristics contribute to the quality of teaching and learning processes. The study recommended that educational practitioners in diversity should be cognisant of the characteristics of effective teachers and nurture them appropriately as these characteristics have a life-transforming effects on the lives of the learners.
This study determined the prevalence of se1f regulatory skills (behavioural, emotional,verbal) and assessed the level of social competence of primary school pupils in Osun State. The study further examined the influence of self-regulatory skills and social competence on primary school pupils’ academic achievement. These were with a view to providing information on the association between Self-regulation and Social Competence in relation to lower Primary School Pupils’ academic achievement in Osun State Nigeria. The study adopted the correlational survey research design. The population for the study comprised primary III pupils in Osun State. Sample size consisted of 418 Primary III pupils selected using the multistage sampling procedure. Firstly, from the three Senatorial districts in Osun State, nine Local Government Areas (LGAs) were selected using simple random sampling technique (three from each senatorial district). Secondly, in each LGA, two primary schools were selected using simple random sampling technique. Thirdly, eighteen intact classes of primary Ill pupils were selected from each of the selected schools using the simple random sampling technique.The three instruments used for this study were: Sell-Regulation Observation Scale (SROS) Teachers Rating Scale (TRS); and Pupils’ Achievement Test (PAT). Data was analyzed using percentage and chi-square. The results showed that the level of primary school pupils’ behavioural self-regulatory skill was low (30%), emotional self-regulatory skill was at average (43%) while the verbal self-regulatory skill was low (27%). Overall, the level of self-regulatory skills of primary school pupils’ was low (39%). The results also indicated that the level of’ manifestation of social competence was high (64%). Results further showed that there was a statistically significant influence of self-regulatory skills and social competence on primary school pupils’ academic achievement (x2= 873.532, p<0.05). The study concluded that whilst Self-regulatory skill contributed little to pupils‘ academic achievement, Social Competence greatly influenced primary school pupils’ academic achievement in Osun State.
With growth in enrollment in online courses at the university level, the quality of those courses is coming under increased scrutiny. This study surveyed faculty with experience in online, onsite, and blended courses to identify factors most likely to impede student success in online courses as well as strategies to improve online courses. The most common responses for why students might find online courses more challenging focus in the areas time management, student-teacher interaction, and motivation. The strategies for improving student success in online courses fall into the categories of assignments, teaching strategies, and training for both faculty and students. Steps for students to take before enrolling in an online course and tips for faculty who want to teach online courses for the first time are also included as appendices.
This paper focused on analysis of emergence of criminal groups in Dar es Salaam city and Zanzibar town. Data collection was based on in-depth interviews and focus group discussions. Content analysis was used in analysis of data collected from the study. The study findings revealed that youths are vulnerable and susceptible to criminal activities due to corruption, fake promises from politicians, education systems, laxity of parental or guardians’ care and inspiration of children to live luxurious life. In addition, the study recommended to take proper moves that police operation and other government authorities undertake on use of force that cannot end such societal challenges. Instead, the government should provide education system, which is skilled oriented to enable young people to employ themselves. In addition, more efforts are needed to fight corruption from low level to high level of government system.
Zambian communities are rich with voices of the value of adult education, albeit unsystematically documented. It is these insightful voices that this article unveils. Phenomenological research design was employed. Three research sites were targeted comprising two chiefdoms and covering four villages, two villages from each chief dom. Data was collected using interviews and focus group discussions. After coding the data, narrative and thematic methods of data analysis were used. Findings reveal that the value of adult education is measured informally by the number of the adult population able to access social amenities equitably and equally on one hand, and on the other, by their ability to read the ‘word and the world’ as purported by Freire and Macedo (1987).
Despite a healthy production of teachers, teacher attrition is a significant concern facing school administrators across the state of Texas. This study sought to determine the extent to which questions on the Exit and Principal Surveys reflect three sets of standards which guide educator preparation in Texas: Association of Teacher Educators (ATE) Standards for Teacher Educators, Texas Administrative Code (TAC) Educator Preparation Program Curriculum Standards, and Pedagogy and Professional Responsibilities (PPR) Exam Standards. This analysis provides important information about the validity of survey questions as a measure of standards compliance for educator preparation in Texas and also sought to determine if there is a difference between teacher candidates’ Exit Survey evaluation of preparation and principals’ Principal Survey evaluation of first-year teachers’ preparation. Findings indicated a clear disconnect. Recommendations are provided as contributions for future discussion on much needed educator preparation program standards reform.
The study sought to investigate the effect of individual counselling on academic performance of underachievers’ pupil in Maimusari Public Primary School, Jere local Government Area, Borno State, Nigeria. The objectives of the study were to examine the nature and causes of underachievement in Maimusari Public Primary School, also the effect of individual counselling on academic performance of the underachievers’ pupil. Based on these objectives, two research questions and one null hypothesis were answered and tested respectively. Quasi-experimental design was used for the study. Twenty-two underachieving pupils were purposively sampled from the population of the study. Both questionnaire and interview were used as method of data collection; Effect of Individual Counselling on Underachievers in Public Primary Schools (EICUPPS) and interview schedule. The data collected was analysed using descriptive and inferential statistics. The findings of the study discovered that coming late to school, not having complete learning material, depression, anxiety and teachers attitude in the classroom were the major causes of underachievement in Maimusari primary school. The study also revealed that individual counselling has helped the pupils in overcoming their learning barriers. It is therefore, concluded that individual counselling has significant effect on underachievement among pupils of public primary school in Maiduguri, Borno State. It is recommended among others that class teachers need to be oriented on how to identify underachieving pupils in their various classes and inform the appropriate authority for proper management.
The study contributes to the on-going debate regarding the significance of early childhood teachers’ instructional decision-making that take into consideration their theoretical knowledge (explicit theories) and practical experiences (implicit theories) and how they impact their instructional decision-making processes in diverse socio-cultural contexts of children. To address this gap in the literature, a qualitative multi-case study into the perceptions and classroom practices of four kindergarten teachers in two Ghanaian schools, Tata and Kariba, was carried out over a six-month period. One research question that sought to explore factors and beliefs influencing teachers’ instructional decision-making in a kindergarten classroom guided the study. Data sources used were semi-structured individual interviews and pair-based interviews and fieldnotes of classroom observations. Both within and across case interpretative analysis, as outlined. The study’s findings revealed that these teachers’ explicit theories and implicit theories of teaching influenced their instructional decision-making processes in kinder garten classrooms.
The study aimed to evaluate the “Human resource management for vocational schools at Bac Ninh province, Viet Nam: A model of faculty development program”. It concentrated on evaluating the existing Human resource management for vocational schools of the province, determining demographic profile of the respondents, profile of vocational schools. In order to come up with this analysis, a survey covering 50 specific vocational schools is implemented aiming to assess current status of the development of contingent of teachers and the factors affecting the development of teaching staff for vocational schools in Bac Ninh province such as Human resource planning; Recruitment and selection; Training and development Retention and maintenance; Promotion; Labor relations; and Transfer and retirement. Thereby, identifing the limitations in Human resource management of vocational schools. Based from all the findings of this study, the following conclusions were derived: The human resource management of vocational schools on Bac Ninh province still limited. Human resources in sufficient quantity, but the structure is not reasonable, lack of highly qualified and experienced faculty. Support policies are not sufficient to motivate faculty and attract highly qualified human resources. From the cited summary of findings and conclusions, the following are hereby recommended: Re-examining all the plans and programs for the Quality of Human Resource so that necessary updating and modification can be done; Strongly focusing on recruitment process and policies of training and retraining human resources, Specific strategies for implementing these plans must also be considered. Conducting regular evaluation of all the programs must be implemented.
The study investigated the differences in leadership styles exhibited by principals of public Colleges of Education in Ghana in relation to their sex, age, years of work experience, and academic qualification. The cross-sectional survey design was adopted for the study. The target population was made up of all 46 principals of public Colleges of Education in Ghana. The target population consisted of all 38 public Colleges of Education which were in existence before the absorption of eight private Colleges of Education by the government of Ghana into public system. The purposive sampling technique was used to select 38 principals for the study. The Multifactor Leadership Questionnaire developed by Bass and Avolio (2004) was adapted to collect data. Means, standard deviations, t-test and ANOVA were used to analyse the data. The findings revealed that there were no statistically significant differences in the leadership styles of the principals of public Colleges of Education in Ghana based on their sex, age, and academic qualification. However, there were statistically significant differences in the leadership styles adopted by the principals in relation to their years of work experience. It was therefore concluded that many years of experience of principals of public CoEs in Ghana is critical for good leadership in these colleges. Among the recommendations was that the National Council for Tertiary Education (NCTE) should consider years of work experience in the selection and appointment of principals for public Colleges of Education in Ghana. Additionally, in-service training and refresher courses should be organized regularly by NCTE for principals on the leadership styles suitable for achievement of objectives and goals of their colleges.
The aim of this research paper is to identify the the perceptions of teachers of English language about the main challenges in teaching primary stage pupils; and to recognize the challenges that are experienced locally in the five educational areas available in the state of Kuwait. Both qualitative and quantitative methods have been applied because data are supposed to be in the form of numbers. The survey was provided by a hard copy to about (20) teachers of English language in the state of Kuwait. The survey itself consisted of two sections. The first section refers to some sort of a ranking question. That means the teachers ordered the factors that may develop teaching English to young learners according to their point of views. The second section of the survey included an open question as follows: Which aspect do you think the most challenging in teaching young pupils and why? The results revealed that teachers of English are challenged by several factors including lack of training, resources and acknowledge. Most teachers suffered from lack of time to teach; particularly, teaching writing and grammar.
The study examines the effect of improvisation of teacher-made instructional media on students’ performance in some selected primary science concepts. Thus, a pre-test and post-test, non-randomized experimental design was adopted for the study. Three thousand, three hundred and sixty-eight (3,368) primary six pupils from 48 public primary schools in Akwa Ibom State formed the population while two hundred and nineteen primary six pupils from two schools formed the sample for the study. The two intact classes were exposed to standard and improvised science equipment. A Primary Science Performance Test (PSPT) instrument was used to collect data before and after each lesson. A t-test statistical analysis revealed that there is no significant difference of the post-test performance of intact classes exposed to improvised science equipment and those standard equipment indicating that pupils benefited equally from the standardized and improvised equipment with t-calculated score of 1.34 below the t-critical 2.92. It is recommended that the government should organize workshop on the use of improvised materials to change the orientation of the teacher centred instructional approach to teaching primary science.
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This research describes an attempt to establish a pedagogically useful list of the most frequent semantically non-compositional multi-word combinations for English for Journalism learners in an EFL context, who need to read English news in their field of study. The list was compiled from the NOW (News on the Web) Corpus, the largest English news database by far. In consideration of opaque multi-word combinations in widespread use and pedagogical value, the researcher applied a set of selection criteria when using the corpus. Based on frequency, meaningfulness, and semantic non-compositionality, a total of 318 non-compositional multi-word combinations of 2 to 5 words with the exclusion of phrasal verbs were selected and they accounted for approximately 2% of the total words in the corpus. The list, not highly technical in nature, contains the most commonly-used multi-word units traversing various topic areas and news readers may encounter these phrasal expressions very often. As with other individual word lists, it is hoped that this opaque expressions list may serve as a reference for English for Journalism teaching.
The main objective of this study is to explore how podcasting can be implemented in teaching English as a Second Language as a supportive technological tool and thus contribute to the development of positive attitudes and beliefs of the learners. To this aim, the field experiment research was conducted. The study was carried out in a total of 28 pupils of the first grade of high school at an educational institution on Rhodes, Greece in February 2018. The students were assigned into the experimental group (15 students) and the control group (13 students). The results of the research have shown a positive change in students’ attitudes and beliefs, though no statistically significant difference has arisen regarding the students’ interest in the course, their self-confidence in English, the role of gender in learning English and the difficulties students come across when studying English. Similarly, no significant change has occurred regarding the usefulness of English, the importance of the English accent and the knowledge of another foreign language as a contributing factor to learning English more easily. Finally, a negative change was found regarding difficulties in oral communication in English.
One of the challenges of higher education focuses on the improvement of personal and professional skills of students, with the aim of strengthening strategies that include cutting-edge resources in the learning process. The appropriate use of Information and Communication Technologies (ICTs) in teaching work as support in face-to-face mode, has a significant impact on engineering professionals. With the correct handling of instruments, strategies, evaluations and educational materials mediated by technologies, which provide great advantages, where the student can work at their own pace and improve the synchronous and asynchronous communication channels with the teacher and their classmates to develop skills and acquire experiences. This work presents the incorporation of educational resources in virtual scenarios as support to the learning units taught in face-to-face modality in the Interdisciplinary Professional Unit of Engineering campus Guanajuato (UPIIG), with the purpose of reinforcing in the student self-management of knowledge to discover new teaching experiences and motivate them in the achievement of meaningful learning.
This study aims to recognize effectiveness methods of teaching skills in primary school in English , the researcher used the numbered heads together strategy as an effective method in education skills, the researcher used an experimental design with two groups (control group and experiment group), with a post-test for the achievement of Al-Khamaal Primary school , Fifth class , The sample of the study consisted of (60) pupils at Al-Khamaal Primary school in English, for the academic year (2018-2019). The researcher equaled the two research groups statistically by ( age by months, the marks of the last year, the achievement of the parents), so there were no statistical significance between the two groups in variables. The researcher used a test to collect data. The analysis of the data showed that the numbered heads together strategy has a great effect in teaching skills at primary schools. At the end of this study, the researcher presented some recommendations. These recommendations that focus on paying more attention to the learning strategies that used to improve educational process, moreover, teacher at primary schools should use effective strategies and effective methods in teaching skills.
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A Qualitative Study of Excellent Teacher,s Beliefs of Good Teacher
1. Research Journal of Education
ISSN(e): 2413-0540, ISSN(p): 2413-8886
Vol. 3, No. 10, pp: 134-138, 2017
URL: http://arpgweb.com/?ic=journal&journal=15&info=aims
*Corresponding Author
134
Academic Research Publishing Group
A Qualitative Study of Excellent Teachers’ Beliefs of Good
Teacher
Ernest Lim Kok Seng* Taylor‟s Business School, Taylor‟s University, Lakeside Campus, 47500 Subang Jaya,
Selangor, Malaysia
Sharleena Jaelyn A/P S.Kunaratnam Faculty of Education and Languages, Open University Malaysia, Negeri Sembilan
Learning Centre, Malaysia
Lau King Lang Faculty of Education and Languages, Open University Malaysia, Negeri Sembilan
Learning Centre, Malaysia
1. Introduction
There has been an increase in the enrolment of students in the international schools and an increasing number of
parents are sending their children to the national-type schools in Malaysia. Could it be due to the quality of the
teachers? Can one says that great teacher is paralleled to great teaching? According to Coe et al. (2014), great
teaching could only happen with the support of a good teacher or via versus. However, there is no absolute definition
of a good teacher because of the transient nature of teaching and the complexity of a teacher‟s role. Furthermore,
what constitutes of a good teacher varies for different teacher‟s age group at different era and from different context
(Ko et al., 2013).
Previous studies (Bullock, 2015; Dunkin, 2002; Liakopoulou, 2011; Oruc, 2006) have identified prevalent
qualities of a good teacher and bringing them together provides a richer information and wider representation of the
concepts of a good teacher. Bullock (2015) combined a list of characteristics to describe a good teacher namely
personality, behaviour, abilities and relationships. A good teacher is an effective and a competent educator that lead
to better student outcomes, as well as contributing positively to the culture of a school. Likewise, Liakopoulou
(2011) suggested that a good teacher should have a wide range of qualities. They were personality traits, attitudes
and beliefs, pedagogical skills and knowledge.
Similarly, Stronge (2007) discussed on the positive qualities of effective teachers. He listed seven specific
characteristics of teacher responsibilities and behaviours that contribute directly to being a good teacher such as
teacher as a person, classroom management and organization, organising and orienting for instruction, implementing
instruction, monitoring student progress and potential and professionalism. It is important to know how teachers
view at their own practice and as a professional. The qualities of a teacher affect learners‟ learning experiences and
teachers‟ didactic, pedagogical skills and also pedagogical knowledge. The qualities of a good teacher have
important implications both to teacher education and learners‟ educational experiences. Therefore, the purpose of
this study is to investigate teacher beliefs regarding the qualities of a good teacher.
Abstract: The number of students enrolling at International schools in Malaysia is increasing each year. A
number of parents are paying substantial amount of money in order to seek for a quality education for their
children. However, the quality of a teacher is not always easy to measure, particularly the personality, attitudes
and beliefs of a teacher. There have been numerical quantitative researches on the quality of a teacher but it is
argued that a qualitative approach would add to existing knowledge by providing deeper insights and from a
different point of views. The purpose of the present study was to explore excellent teachers‟ views of a good
teacher through individual in-depth interviews. Six excellent teachers from different schools were selected for
this study. Various themes emerged from the interviews, some of which have not yet been uncovered in past
research investigating quality teacher. The findings provide evidence that teacher‟s personality, student-centred
approach, nurturing students, moral and social awareness, level of professionalism and effective management
skills are the elements leading to the establishment of a good teacher. This study also provides support for the
employment of qualitative methods in the study of a good teacher.
Keywords: Good teacher; Views; Characteristics; Quality education.
2. Research Journal of Education, 2017, 3(10): 134-138
135
2. Methodology
2.1. Respondents
The purpose of the study is to understand teachers‟ beliefs on the quality of a good teacher. Therefore the
contributions of working teachers is of primary importance “as they have the experience gained from actual practice
and are therefore in a position to evaluate their needs in terms of the qualification that can facilitate their work and
guarantee their effectiveness” (Liakopoulou, 2011). Data was collected primarily through interviews with six of the
excellent teachers in various fields of study. All the respondents are secondary school teachers who have had
experiences teaching in schools ranging from urban to rural. The selection of respondents for this study was based on
their academic qualifications and years of experience in the teaching profession. Excellent teachers were awarded by
the Ministry of Education for their outstanding and impressive in the subjects they teach or in their specialisation
fields. The implementation of the excellent teacher concept is aimed at making the selected teachers role models to
inspire and motivate other teachers to strive to raise the quality of teaching and learning in their respective schools.
Thus, these teachers were able to extensively describe their opinions and beliefs, as their views were substantiated by
their own experience and qualifications.
2.2. Collection and Analysis of Data
One-to-one interview sessions were carried out with the permission of each interviewee. A semi-structured
interview consisting of 12 open-ended questions was constructed. Interviewees were allowed to freely and
extensively discuss their beliefs regarding qualities of a good teacher, while also allowing the interviewer to prompt
interviewees for more comprehensive and relevant input. The interview sessions were held in the comfort of each
respondent‟s home. Each interview session lasted for an hour and was audio-taped with the interviewees‟ consent.
Respondents were first asked about their general views regarding the qualities of a good teacher. After that, they
were asked about their beliefs more specifically in terms of a good teacher‟s knowledge, skills and abilities, as well
as personality traits. Each audio-taped interview was transcribed immediately upon completion.
After transcription, the relevant data is highlighted and organised into sections for easier retrieval. Each
interviewee was given a pseudonym from T1 to T6. Data was analysed inductively in this study, whereby codes and
themes related to the study were developed based on the interview transcription and document analysis. The process
of open coding was used whereby the interview audio-recordings and transcripts were examined, relevant sections of
text units were extracted and different codes were assigned to each of those text units. Codes, which were developed
based on emerging patterns in the data were later listed in a separate document chronologically. Finally, a list of
recurrent themes and their respective subthemes was developed based on the categories of codes listed. For purposes
of addressing validity and reliability issues, data triangulation was carried out by cross-checking the data analysis
from the interviews with the previously analysed data from the document analysis. The different interviewees‟ data
was also compared and tabulated to identify the qualities of a good teacher that seemed most important to teachers.
An inter-rater reliability test was done to ensure the reliability of data analysis in this qualitative data analysis.
Two raters were selected from among teachers in a secondary school and were given a list of the data samples and a
list of the emergent themes generated from the data analysis. They were asked to match the themes to the data
samples. Any discrepancies were resolved by discussion. This was done as a verification process which is necessary
as some amount of subjectivity may be unavoidable in coding transcripts. For both Rater 1 and Rater 2, the
percentage of agreement is more than 75% indicating a high inter-rater reliability. This means that the researcher has
matched the data samples to the themes is agreed upon by the two raters. This indicates the data collected was
reliable, acceptable with low subjectivity.
3. Findings
Education is the process of receiving or giving systematic instruction especially school and university. Teacher
plays an important role in the process of learning. Hence, this study investigates teacher beliefs of a good teacher.
Hence the significance of this study lies in its findings which are a general framework of qualities that describe a
good teacher based on teachers‟ view. The findings of this study are important as it provides a set of criteria for
teachers to work towards. In addition, the findings also serve as a reference point or benchmark for teachers to
compare and assess their performance as teachers. Different themes were emerged based on the data analysis
conducted from the 6 respondents. The themes are personality, student-centred approach, nurturing students, moral
and social awareness, level of professionalism and effective management skills.
3.1. Personality
All the respondents acknowledged that teacher‟s personality was more important than knowledge. Positive
personality traits contribute positively to the quality of a good teacher. As the saying goes, “First impression counts”
rings loudly in the context of discussion. The first impression that learners have on a teacher counts because it gives
them a sense of security which could help them to settle down and ready to learn in any learning context. Teachers‟
attitudes on teaching and learning and their roles affect the degree of commitment to their duties, the way they teach
and the way they treat students. Therefore positive attitudes of teachers contribute toward the quality of a good
teacher. A few teachers described their views regarding great personality:
3. Research Journal of Education, 2017, 3(10): 134-138
136
‘Good’ teachers were those who deliberately modelled a form of positive behaviour which students would be
encouraged consciously or unconsciously to emulate. (T1)
... It should be like... the skill to be able to adapt at that moment to enthuse and to excite the students, we have to be
actors la, in a way, in the classroom. (T5)
A teacher who err... has bad err... you know, bad attitude, bad behaviour and all that will somehow err... influence
some student. (T6)
A good teacher has a personality that promotes positive learning environment. They have a warm and
approachable personality that attracts learners and thus affecting their mood to learn. A good teacher has a positive
attitude towards their work. This can be seen in their commitment to their roles and responsibilities to the learners as
well as to the educational community. Their love for teaching and their learners are the motivating factor for them to
work hard and willing to sacrifice their time and willing to walk the extra mile for learners‟ sake.
3.2. Student-centred Approach
A good teacher is one who places the students in the centre of the learning process. The student-centred
approach emphasises the development of students‟ capacity and capability by cultivating individual differences
(Seng, 2014). There are many examples of individual differences among students that can be cultivated in this
approach. Firstly, different learning styles among students have to be cultivated as a classroom can consist of visual
learners, auditory learners and kinaesthetic learners. Thus, a good teacher is one who addresses students‟ distinct
learning styles. In this respect, the excerpts from the interviews showed the following perspective:
A good teacher will be able to come up with the good technique or good approach for individual students, only then
her lesson will be engaging for the students. (T2)
[The teacher] must find out exactly what is the best way for students to be able to learn. (T5)
Secondly, different learner needs among students also contribute to individual differences that have to be
catered for in the student-cantered approach. Thus, a good teacher is one who caters for diverse learner needs by
tailoring the teaching and learning to students‟ background, learning readiness, internal security and interests. Two
of the teachers described the benefit of student-centred learning by saying:
...to reach out to the younger generation. So teachers need to adapt to find out what is it in the twenty-first century
teaching style, learning styles? (T1)
...construct the lesson [in such a way that] the learning environment must not be threatening for the student. (T2)
Thirdly, different potentials and pace of learning also contribute to individual differences that have to be catered
for. For example, some students may be weak in the use of verbal-linguistic but may excel in the use of visual-
spatial; while other students may be weak in the use of visual-spatial but may excel in the use of verbal-linguistic.
This shows a difference in intelligence types whereby different learners have different potentials. On top of that,
there are some students who take time to grasp a new concept while some who are quick learners. This shows a
difference in learning pace among individual learners. Thus, a good teacher would allow students to work with their
own potentials and at their own pace in the student-centred approach because it requires a teacher to carry out
thoughtful facilitation of learning. Teachers who preferred this student-centred learning approach mentioned:
[A good teacher is one who] recognises the potential in his students and highlights it. (T1)
[To have the quality of] patience, because when we teach, we cannot expect the students to... learn immediately... it
takes time. (T3).
3.3. Nurturing Students
Nurture is to care for and encourage the growth or development. A good teacher is one who displays genuine
warmth and compassion to students. This way, the teacher can build a relationship of trust and respect with students
to break down communication barriers which can inhibit student learning (Overby, 2011). Thus, a good teacher
should be empathic towards students, genuinely care about them and have a good rapport with them. Teachers who
preferred nurture with care offered the following perspectives:
...should be a person who is compassionate... have to show kindness... (T2)
[A good teacher would] empathise... be in other people’s shoes and try to understand. (T3)
A good teacher is also one who encourages students to excel and grow. The teacher can stimulate an interest or
motive in students to learn and excel in their learning. Some forms of encouragement come through guiding and
supporting students to excel, as well as through cooperating with and supporting parents‟ involvement in student
learning. Two of the teachers stated:
[A good teacher once] encouraged me a lot, he got me involved... always praising me and using me as an example.
(T4)
...motivate the parents on how to improve their child’s performance academically. (T2)
Basically, lack of support and guidance are big contributors to students‟ lack of interest and commitment in their
learning, leading to a decline in their performance.
3.4. Level of Professionalism
Good teachers know their subject matter and content and also they have good pedagogical skills to help learners
understand and achieve desirable goals and objective of schooling. They did it by personalizing learners‟ learning
and understanding learners‟ non-verbal language. Professionalism refers to the competence or skill expected of a
4. Research Journal of Education, 2017, 3(10): 134-138
137
professional as opposed to an amateur. This means that a good teacher is one who has a good grasp over the
knowledge and skills expected of a professionally trained teacher. In other words, a good teacher is well-equipped
with his or her content knowledge and pedagogical skills. Teachers who emphasized the importance of content
knowledge pointed out:
[If you are a good teacher] know your subject matter... well-equipped with your knowledge. (T6)
We have to have this (pedagogical) knowledge to solve problems in the teaching. (T3)
A teacher who has insufficient content knowledge will not have much to offer for students‟ knowledge gain and
a teacher who has insufficient pedagogical skills will not be able to engage students in a meaningful learning
experience. Moreover, having sufficient knowledge and skills alone is not enough to maintain a high level of
professionalism. This is because as time passes, knowledge expands and society evolves, requiring teachers to
upgrade and update their competence to suit the current classrooms. The excerpts below portrayed teachers‟ views of
knowledge acquisition:
...be equipped with the latest knowledge... the teacher has to have that knowledge too. If not, the teacher will be like,
at a lost. (T6)
... be continually upgrading his knowledge, especially on the core subject. (T3)
Good teachers do not stagnate in their knowledge. They are always seeking, searching, and learning to keep
themselves abreast with the latest development in the subject content, pedagogy and better approaches in their own
teaching and learning context. They hone their instructional and pedagogical skills by searching the internet, asking
senior teachers, peer feedbacks, attending seminars and training.
3.5. Moral and Social Awareness
Good teachers communicate expectation and impart good moral values effectively and help learners to believe
in themselves. A good teacher is one who is morally and socially aware because it is crucial for a teacher to play the
role of developing students holistically. This role is related to the broader „mission‟ of teaching in terms of the social
and moral formation of individual students (Devine et al., 2013). A teacher who is morally aware has high moral
standards and tries to emulate them by portraying high moral values. Two teachers believed that good teachers
portrayed and uphold moral standards by saying:
Teaching them that if you make a promise, you must know how to keep it... being trustworthy. (T4)
...attitude of tolerance, empathy, respect, you as your own self being a person who is responsible. (T3)
Furthermore, a teacher who is socially aware possesses good interpersonal skills and cooperates well with the
school organisation. Good teachers deliberately model a form of positive behaviour which students would be
encouraged, either consciously or unconsciously to emulate (Devine et al., 2013). Teachers with good social skills
would be able to function better in the school organisation and ultimately as a teacher. Teachers who have strong
sense of social awareness gave the following comments:
Honesty is very important, being straight forward, and confronting issues when they are small... don’t carry tales
about your colleagues. (T4)
Should be able to cooperate well... adjust himself according to the levels of which he is communicating. (T3)
Good teachers are also strong in building relationships with the parents. They act as a bridge between parents
and their children. They build strong relationship with students by being fair, impartial and never exhibit favouritism
as all these bring negative impression to learners. Good teachers know that they need others to build positive
education community. So they are willing to work as a team. They are team players working together for a greater
good by helping each other and sharing resources. They also contribute positively to the working environment by
creating and promoting good work culture because they don‟t assume and don‟t judge and know how and what to
speak at the right time. Most important of all is they respect not just the students, they respect their colleagues and
also their superiors.
3.6. Effective Management Skills
Good teachers also have good leadership skills. With these intrinsic natures, they are able to lead with integrity
and they are polite in their dealings with others. They manage their roles and duties well by being flexible and with
good planning of daily tasks, lesson plans and charting learners‟ progress. A good teacher has effective management
skills like classroom management skills and time management skills. This is because such a teacher will be
thoroughly prepared and well organised and only then be able to structure his or her teaching carefully to ultimately
enhance student learning (Dunkin, 2002). The following interview excerpts explained the important of time
management:
Time management is very important... so the teacher has enough time preparing for the lesson. (T5)
...not all that you plan in the classroom will take place... there might be some problems... so you have to be
prepared. (T2)
The teaching profession is currently dubbed as the most hectic profession with teachers working the longest
over-time. This is because there is a lot more to a teacher‟s job than teaching in the classroom. Hence without
effective management skills, teachers‟ inability to cope would affect the effectiveness of their core business which is
teaching and in turn affect students‟ learning.
5. Research Journal of Education, 2017, 3(10): 134-138
138
4. Conclusion
The respondents of this study had shared their points of views of a good teacher that contribute positively to
learners‟ outcomes and contribute positively to the culture of a school. Good teachers are essential for the
wholesome or holistic development of the students and also the development of the profile of the school. Therefore it
is important to know what contribute or influence the growth and the process of developing a good teacher. As a
whole, evidence shows that the value of a teacher revolves around how well he or she places the students as the
utmost priority. Although there are different themes to describe good teacher, namely personality, the qualities of
nurturing students, having a high level of professionalism, being morally and socially aware and having effective
management skills. This shows that being a good teacher is about a lot more than just what a teacher does in the
classroom, rather it is about being an all-rounder. Only then can a teacher be fully capable of fulfilling the entirety of
their job scope which is primarily emphasises students‟ holistic development.
The implications for this study is both personal and for wider education community. It adds to the existing body
of research showing that teacher‟s personality, attitudes, skills, beliefs, professional development and
professionalism encompass the qualities that resemble a good teacher. The findings are beneficial to both the
individual teachers and to the educational community. For a school to create, maintain and promote good work ethic
and school culture, it definitely need good teachers who can contribute positively to remove toxic culture and thus
heightens the good and healthy culture. For individual teachers who see their roles and take their responsibilities as
educators who desire to be good teachers, they could use the findings to refine their teaching practices and strive
towards their journey of being labelled as a good teacher.
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