Teacher effectiveness ( Post active phase of teaching & its implications. Topic for B.Ed Univerisity: Baba Ghulam Shah Badshah University Rajouri.

1. SubmittedBy:
Majjarib Khan Roll NO: 16
Course: B.ED. Sem: II
SubmittedTo:
Dr. Nasreen Kousar
University: BGSBU Rajouri

2.  Teacher is the backbone of any nation. The progress and development
of a nation largely depends on its teachers‟ community because of
their noble and massive contributions in nation building. They have
remarkable contributions in making and shaping each and every person
of the society. The quality of education is determined by the quality of
teachers. That‟s why teachers are considered very essential and
indispensible factor of any education system. They are referred to as
the people who instruct to provide the teaching learning process.
Teachers are the mainstay of the educational system. The academic
success or failure of a learner largely depends on this factor of
education. That‟s why Kothari Education Commission (1964-66) has
very aptly remarked that “of all the different factors which influence the
quality of education and its contribution to nation development, the
quality, competence and character of teachers are undoubtedly the
most significant”.

3. The term teacher effectiveness refers to the measure of
success of teacher in carrying out institutional and other
specified duties demanded by the nature of his/her position.
Teacher effectiveness include efficacy in strategies of
instruction, student and classroom management, inter
personal relations, evaluation and feedback etc.
The teacher effectiveness is made up of two familiar words
‘teacher’ and ‘effectiveness’. Teacher is a person who
teaches i.e. impart knowledge or skills to the learner.
‘Effectiveness’ is the quality of being successful in producing
an intended result’ (Collin’s English Dictionary).

4. Different models of teacher effectiveness were
proposed from time to time. Hence, the two important
models like Medley’s structure of teacher
effectiveness and Cheng and Tsui’s model of teacher
effectiveness, which are relevant to the present study
are discussed below:
 Medley’s Structure of Teacher Effectiveness.
Cheng and Tsui’s (1996) Model of Levels of Teacher
Effectiveness.

7. Academic Achievement and Teacher Effectiveness.
 Intelligence and teacher effectiveness.
Teacher education and teacher effectiveness.
Socio economic status and teacher effectiveness.
Personality factors and teacher effectiveness.
Adjustment and teacher effectiveness.
Interest and teacher effectiveness.
Teacher pupil relationship and teacher
effectiveness.
Job satisfaction and teacher effectiveness.

8.  Teacher effectiveness scale selected for the study
mainly depends on five factors, which are:
I. Personal factors.
II. Professional factors.
III. Intellectual factors.
IV. Strategic factors.
V. Social aspects.
I. Personal factors:- It refers to be dynamic and energetic,
clarity of instruction and good modulation, maintaining
cordial relationship with students, effective work style etc.

9. II. Professional factors:- It include behavioral problem of
the students, good study habits and work patterns, clear cut
objectives, motivating students by providing new learning
experiences etc.
III. Intellectural factors:- If refers to command over
subject, thorough in subject matter content, being
conversant with up to date knowledge etc.
IV. Strategies of teaching:- It refers to classroom teaching
techniques, selection of suitable teaching methods of suit
individual difference, adoption of child centred approach,
arranging group activities, display techniques etc.

10. V. The soical aspects:- It includes maintaining good social
relationship with colleagues, active participation in social and cultural
activities participating willingly in health programmes, educating
people about health and hygiene etc.
From the above discussion we can conclude that the
teacher effectiveness will be considered with the
professional skills and professional quality of a teacher.