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This paper argues for an integrated model of effective teaching which refers to teaching factors that emerge from two theoretical frameworks: the Dynamic Model of Educational Effectiveness and the Educational Dialogue Framework. Twenty-nine primary school teachers and their 489 students (aged 9–12) participated in the study. Student achievement using written tests in mathematics and the Greek language were collected both at the beginning and at the end of the school year. Classroom observation data on teaching behaviour were also collected. Multilevel regression analyses revealed that factors associated with both frameworks explain variation in student achievement in each subject. A model that considers factors from both frameworks explains more variance in student achievement in each subject than any other model. Implications for research, policy and practice are drawn. [ABSTRACT FROM AUTHOR]

There is continued concern over the inequitable distribution of highly experienced and effective teachers among historically marginalized student populations. Using longitudinal data from Tennessee, this study assesses whether students of racially/ethnically minoritized and economically disadvantaged backgrounds have unequal exposure to teachers based on alternate definitions of teaching quality. We find minoritized and economically disadvantaged students are 5 to 15 percentage points less likely to be exposed to high-quality teachers. These teacher quality gaps tend to be the largest in urban school contexts. Moreover, school-level exposure gaps tend to be associated with several school, district, and neighborhood factors. [ABSTRACT FROM AUTHOR]

Historically, teacher evaluation systems have identified few teachers as low-performing and needing improvement. In 2012, at the beginning of a national reform movement, Chicago Public Schools implemented its overhauled evaluation system, which incorporated multiple measures of teaching practice and dismissal plans for low-rated teachers. We find that the reform increased the exit rate of low-rated tenured teachers by 50 percent. At the same time, the teachers who replaced the exited teachers were significantly higher-performing. Ultimately, the accountability function of the reformed teacher evaluation policy resulted in higher teaching quality. However, the policy impact was limited because very few teachers received low ratings under the reformed system. Policy simulation results suggest that the available teacher labor supply is likely sufficient to set a higher standard for satisfactory teaching. [ABSTRACT FROM AUTHOR]

Self‐efficacy beliefs have cyclical nature as they enhance performance and performance, in turn, influences subsequent self‐efficacy beliefs. Likewise, teacher self‐efficacy is proposed to shape teaching quality which, in turn, informs future teacher self‐efficacy beliefs. To examine these associations, longitudinal studies are needed but are still sparse. Therefore, the present research employed a three‐wave longitudinal design to examine the predictive effects of teacher self‐efficacy on teaching quality as well as the predictive effects of teaching quality on future teacher self‐efficacy by using data from large samples of secondary school teachers (N = 1030) and their students (N = 17,381). Teachers self‐reported their efficacy for student engagement, efficacy for instructional strategies and efficacy for classroom management whereas students rated the teaching quality (i.e., cognitive activation, classroom management, and student support) of their teachers. The results of the multilevel structural equation modelling showed that all three dimensions of teacher self‐efficacy predicted teaching quality but teaching quality, in turn, predicted only teacher efficacy for student engagement. These results suggest that efforts in raising teacher self‐efficacy may show fruitful in raising overall teaching effectiveness. [ABSTRACT FROM AUTHOR]

Scores from observational measures of teaching have recently been put to many uses within school systems, including communicating a standard of practice and providing teacher feedback, identifying teachers for professional development, monitoring system equity, and making employment decisions. In each of these uses, observation scores are interpreted as representing some aspect of the enacted instruction or teachers' capacity to enact instruction, as seen through the observation systems lens for understanding teaching quality. The quality of these interpretations, or the extent to which observation scores are composed of a signal that accurately reflects the interpretation, has important implications for the overall validity of uses of observation systems. Starting from an explicit conceptualization of instruction, this paper combines generalizability theory and hierarchical linear modelling approaches to decompose observation scores to explore the extent to which scores from observation systems are composed of signal, error, and bias across four different uses (i.e., teacher feedback, professional development, monitoring system equity, and employment decisions) of scores. We show that the quality of observation scores may depend more on what scores are interpreted as representing (i.e., the proposed use) than on the specific observation rubric being used. Further, we show that rater errors and biases are a major threat to any attempt to interpret observation scores as capturing the observation system's understanding of teaching quality. We discuss implications for using scores from observation systems. [ABSTRACT FROM AUTHOR]

This study aimed to determine the emotional intelligence and clinical teaching effectiveness of the faculty of medicalrelated programs in Cebu Doctors' University and the relationship between them in order to utilize the findings for the proposals in the integration of the institutional faculty development plan. The respondents included were 186 employed full-time or part-time medical-related faculty members of the different programs. A descriptive-correlational research design was utilized. The two (2) research instruments used was Emotional Intelligence Scale and Modified Clinical Teacher Effectiveness Inventory. An increase emotional intelligence mean score indicates that the respondent has a greater sense of self-awareness regarding emotions toward others and themselves, as well as social skills in managing and utilizing emotions to develop positive attitudes that improve problem-solving and clinical decision-making. Whereas, increase clinical teaching effectiveness mean score indicates that the respondents has high teaching behavior in transmitting theoretical and clinical knowledge used in the practice and the attitudes toward the profession, greater occurrence in the type and amount of feedback regarding his/her clinical performance. The relationship between emotional intelligence and clinical teaching effectiveness showed no relationship on all the aspects. A proposal entitled "Enhancing Emotional Intelligence and Teaching Effectiveness Among Medical-Related Faculty" was integrated to the institutional faculty development plan as to improve the faculty with low emotional intelligence and moderate clinical teaching effectiveness in regards with personal, emotional and social aspects in translating to know thyself and others' need. Based on the findings, this study served as the basis for the university's institutional development plan, which appropriately addressed the importance of emotional intelligence and clinical teaching effectiveness among faculty by financing the plan to be implemented through seminars/workshops to promote faculty well-being - teaching behavior and interpersonal relations with others. [ABSTRACT FROM AUTHOR]

This paper reports on a systematic literature review to understand better methodologies and data collection tools used to judge student teaching effectiveness, ways in which validity and reliability are considered, the processes involved in assessing new teaching effectiveness within teacher education programmes, and how evaluation and results are used to judge readiness to teach. The accurate and consistent judgement of teaching competence during and at completion of preparation continues to be an area of increasing interest and concern. The PRISMA review process identified 45 key papers. An in-depth analysis underscored several crucial factors, such as the challenge of ensuring the reliability of judgements within dynamic educational environments and the need for broader understanding and applications of reliability and dependability when making judgements. The findings of this systematic literature review hold implications that merit consideration by teacher education programmes for processes to judge teaching effectiveness. The analysis also highlighted the intricacies inherent in evaluating teaching effectiveness, alongside ongoing discourse regarding the criteria and measures for judging competence of student teachers. [ABSTRACT FROM AUTHOR]

This study examines the correlation between principal leadership styles and school performance indicators at Bangkal Integrated School, specifically focusing on academic performance, teacher effectiveness, and parental involvement. Utilizing a correlation research design, data was collected from ten teachers, ten Supreme Student Government students, and ten parents. The Multifactor Leadership Questionnaire (MLQ) assessed leadership styles, while academic records and performance evaluations measured school performance indicators. Statistical analyses included descriptive statistics, correlation, and regression analyses. Findings indicated that the school head's leadership style incorporated laissez-faire, transactional, and transformational elements, fostering trust, structured expectations, and inspiration. Parental involvement significantly enhanced student academic performance, emphasizing the critical role of teacher-parent collaboration. Although a negative correlation was found between perceived leadership and academic performance, the relationship with teacher performance was positive. Recommendations for optimizing leadership effectiveness include enhancing communication, leadership development, and collaboration. Strengthening parental involvement alongside effective teaching practices can improve student outcomes. Moving forward, comprehensive leadership development and stakeholder collaboration are vital for creating a supportive and inclusive school environment that promotes student achievement and parental engagement. [ABSTRACT FROM AUTHOR]

Ensuring teacher effectiveness within higher education contexts continues to shape institutional policy discourse and practice. However, there is limited research exploring how assessment practices correspond with teachers' and students' perceptions of teacher effectiveness, particularly in vocational higher education settings. Acknowledging the complexities of assessing vocational competence and the dearth of literature exploring teacher and student views on vocational assessment practices, this study interrogates the perceptions of 13 teachers and 15 students from five Indonesian vocational higher education institutions to better understand what constitutes fair assessment as an aspect of effective teaching. This study examines how teachers and students are positioned within the assessment process and the existing opportunities to make decisions regarding assessment design and processes. It shows (i) discrepancies in teachers' and students' perceptions of student positionality within assessment processes; (ii) blurry lines between ideas of 'assessment contract' and 'assessment practice'; and (iii) contested views on student learning processes and attitudes as attributes of vocational competence. The study illuminates the tensions between students' and teachers' positionality within assessment practices, highlighting the need for increased student participation while maintaining teachers' desire to make assessment decisions. [ABSTRACT FROM AUTHOR]

Studies indicate that students who have access to highly qualified teachers tend to achieve at a higher rate, regardless of other factors. However, the essence of quality teaching and teacher quality has not been adequately established in these studies. Nonetheless, recent developments favoring integrations have led to three lines of teaching quality research: professional standards, value-added measures, and student evaluations. This study explores how the quality of mathematics and English language teachers is associated with students’ achievement using a professional standard observation tool for student evaluation. A representative multistage sample of students and teachers selected from high schools in the East Gojjam Administrative Zone participated in the study. By using the domains in the Framework for Teaching (FfT) as indicators of teaching quality, the study identified the indicators that are associated with the academic achievement of students in mathematics and English subjects. A multiple linear regression analysis was used to study the relationships between the independent variables (teachers’ quality indicators) and the dependent variable (students’ grade 10 exam scores). Of the four domains of FfT, the delivery of instruction revealed a positive and significant association (sig = 016) with students’ scores in the English language. The delivery of instruction encompasses communicating with students, using questioning and discussion techniques, and demonstrating flexibility and responsiveness, which are positively associated with students’ scores in the English language. Conversely, managing classroom procedures was the only subdomain associated (sig = 014) with an increase in students’ mathematics scores. Accordingly, suggestions are made for further research and practice. [ABSTRACT FROM AUTHOR]

Competent teachers are attributed to student performance, school effectiveness, and the efficiency of an entire education system. Hence, this study compares the respondents' teaching proficiency across their profiles and correlates to their academic performance. The study utilized 30 pre-service secondary teachers of Eastern Samar State University Salcedo selected by complete enumeration, a descriptive comparative and correlational research design, and a questionnaire. Frequency, percentage, mean, and standard deviation were applied for descriptive analysis; t-test for comparison of respondents' teaching proficiency; and Pearson's correlation coefficient for the relationship between academic performance and teaching proficiency. The study revealed that respondents had a proficient teaching proficiency. Specifically, they were proficient in subject matter knowledge, lesson planning, classroom management, instructional strategies and motivation, communication skills, questioning skills, and professionalism. They have a very good academic performance in both professional education and major field of specialization. Furthermore, the study found no significant difference in the teaching proficiency across the respondents' sex and age. However, a significant relationship was found between academic performance and teaching proficiency. Based on the findings, it is recommended that remedial classes on contents, pedagogies, and principles be provided especially for those respondents with low academic performance, to improve their teaching proficiency. [ABSTRACT FROM AUTHOR]

Copyright of Revista Colombiana de Educación is the property of Universidad Pedaggica Nacional and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

In this study, the 21st-century skills teaching levels of teacher candidates were assessed based on factors such as gender, age, department of study, daily internet usage, the reason for use, family income, residence, and whether or not they had previously heard of 21st-century skills. The research data was gathered using the ten-item 21st Century Skills Teaching Scale, which falls into the following categories: problem-solving, teamwork, innovation, and the benefits of technology Özyurt (2020). Frequency, percentage, t-test for independent groups, Mann Whitney U test, One-Way Analysis of Variance (ANOVA), and Kruskal Wallis H test were used to analyze the study's data. The study's findings showed that Turkish and Turkish Language and Literature teacher candidates' 21st-century skills teaching levels were at the level of slightly proficient in all areas, including problem-solving, teamwork, innovation, and technology use. It has been found that there are differences in the 21st-century skills teaching levels of teacher candidates based on their gender, department of study, residence, and prior understanding of these skills. They also differ based on whether or not they have taken courses on these topics throughout their undergraduate education. It was determined that there was no difference in the 21st-century skills teaching levels of teacher candidates based on factors such as family economic status, age, daily internet usage, and purpose. [ABSTRACT FROM AUTHOR]

We evaluate the predictive validity of the Massachusetts Candidate Assessment of Performance (CAP), a practice-based assessment of teaching skills that is now a requirement for teacher preparation program completion in Massachusetts. We find that candidates' performance on the CAP significantly predicts their in-service summative performance evaluations in their first 2 years in the teaching workforce, but it is not predictive of their value added to student test scores in these years. These findings suggest that the CAP captures aspects of candidates' skills and competencies that are better reflected in their future performance evaluations than by their impacts on student performance. [ABSTRACT FROM AUTHOR]

Copyright of Alberta Journal of Educational Research is the property of Alberta Journal of Educational Research and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Teacher quality, teaching quality, school resources, and school climate are commonly identified as protective factors in the academic resilience literature. Variables reflecting these four concepts were applied in a latent profile analysis across 36 education systems participating in the Trends in International Mathematics and Science Study 2019. The best-fitting model suggested four different latent profiles of protective factors. A three-step BCH method with an auxiliary regression model was adopted to investigate the influence of education expenditure on academic resilience across the profiles. Education expenditure promoted academic resilience in a profile characterized by low mathematics resources and another profile with low teaching quality and school climate. Education expenditure had no significant influence in the remaining two profiles characterized by very low and high levels of classroom and school protective factors, respectively. Moreover, countries were classified into six cultural groups representing education systems sharing similarities in language, history, or geography. Within each group, there was a certain degree of consistency in the distribution of profiles. Conclusions are drawn for strategies to promote academic resilience. [ABSTRACT FROM AUTHOR]

This study investigated the significant relationship between social-emotional competencies (SEC), teaching efficacy (TE), and self-perceived teaching effectiveness (SPTE) of elementary science teachers in the District of Trece Martires City. A descriptivecorrelational study design was used, and 70 teachers answered a four-part survey questionnaire. In a descriptive correlational design, the study collected data, explained the variables of interest, and figured out their relationship (Bhat, 2018). The results of the study revealed that many of the teachers are female, middle-aged, have a non-science bachelor's degree, have less teaching experience, and are assigned to the Teacher I position. They have shown a high level of SEC in terms of self-awareness, social awareness, and relationship skills. On the other hand, SEC levels in terms of self-management and responsible decision-making are moderately high. Also, teachers have a high level of TE and SPTE, which is an excellent indication that there are numerous opportunities to help students improve their science proficiency, as increased TE and SPTE are associated with improved student learning. Generally, teachers' demographic profiles do not influence their SEC, TE, or SPTE. However, it is most likely that the length of service and teaching position have an impact on the three variables. There is, however, a significant relationship between SEC, TE, and SPTE among teachers. Based on these data, we can conclude that SEC, TE, and SPTE affect the teachers' performance which in turn can affect the students' development and achievement in science. [ABSTRACT FROM AUTHOR]

This longitudinal study explores persistence in research productivity at the individual level over academic lifetime: can highly productive scientists maintain relatively high levels of productivity. We examined academic careers of 2326 Polish full professors, including their lifetime biographical and publication histories. We studied their promotions and publications between promotions (79,027 articles) over a 40-year period across 14 science, technology, engineering, mathematics, and medicine (STEMM) disciplines. We used prestige-normalized productivity in which more weight is given to articles in high-impact than in low-impact journals, recognizing the highly stratified nature of academic science. Our results show that half of the top productive assistant professors continued as top productive associate professors, and half of the top productive associate professors continued as top productive full professors (52.6% and 50.8%). Top-to-bottom and bottom-to-top transitions in productivity classes occurred only marginally. In logistic regression models, two powerful predictors of belonging to the top productivity class for full professors were being highly productive as assistant professors and as associate professors (increasing the odds, on average, by 179% and 361%). Neither gender nor age (biological or academic) emerged as statistically significant. Our findings have important implications for hiring policies: hiring high- and low-productivity scientists may have long-standing consequences for institutions and national science systems as academic scientists usually remain in the system for decades. The Observatory of Polish Science (100,000 scientists, 380,000 publications) and Scopus metadata on 935,167 Polish articles were used, showing the power of combining biographical registry data with structured Big Data in academic profession studies. [ABSTRACT FROM AUTHOR]

Understanding and measuring effective teaching practices in low- and middle-income countries is a complex process that requires a contextualised knowledge of teaching quality, as well as adaptable instruments that can reliably capture teachers' varied classroom behaviours. One approach developed with these purposes in mind is Teach Primary, a classroom observation framework designed and revised in 2021 by the World Bank. This framework captures the time teachers spend on learning and the quality of teaching practices which help to enhance pupils' cognitive and socio-emotional skills, as well as aspects of the physical environment which may influence teaching quality. Using the Teach Primary framework, this article examines evidence regarding effective instructional practices in primary school classrooms, with highlighted examples from low- and middle-income countries. It also sheds light on the criticality of instrument contextualisation, given variations in how practices can be valued and implemented in different settings and how structural quality factors can influence teachers' use of strategies. Challenges and limitations relating to the use of the Teach Primary framework are discussed, along with implications for teacher education and evaluation. [ABSTRACT FROM AUTHOR]

Based on the current teaching situation of preschool teachers, in order to comprehensively evaluate the effectiveness of early childhood teaching, research have constructed a teaching quality evaluation model using fuzzy synthesis method and expert method. This model can handle the fuzzy relationship between evaluation indicators and achieve the evaluation of teaching quality. Considering that the teaching evaluation is influenced by many factors, the Genetic Algorithm back propagation (GA-BP) neural network algorithm is chosen for the solution model construction of the preschool teacher teaching quality. The entropy method chosen for the data calculation is to complete the preschool teaching quality evaluation. In the mean square error test for solving the model, the improved GA-BP model converged after 40 iterations with the model convergence speed increased by 34.65%. In the evaluation and prediction of preschool teacher indicators, the improved GA-BP model accurately evaluated the teacher classroom teaching indicators. In sample 3, sample 6, and sample 9, the improved GA-BP model scored 91, 89, and 88 points, respectively, close to the true scoring results. The improved model's accuracy was high as 90% in teacher skills, personality charm, and academic research evaluation. The improved model also effected better in the application of the preschool teaching quality evaluation. The application effect of this model in teaching effectiveness evaluation and teacher quality evaluation is good, providing valuable reference for the establishment of early childhood education evaluation system. [ABSTRACT FROM AUTHOR]

This current study is designed to examine the structural correlation between EFL teachers' TPACK and their teaching effectiveness. A quantitative method was employed in this study, which involved 216 EFL teachers of primary schools with more than two-year teaching experiences in Gresik, East Java-Indonesia. A validated questionnaire was utilized to collect the data. It was then analyzed by using Structural Equation Modeling-Partial Least Square (SEM-PLS) with SmartPLS 3.2.9 program to test the proposed hypotheses. The findings revealed that only three domains of teachers' TPACK support their teaching effectiveness, i.e.; pedagogical content knowledge, technological pedagogical knowledge, and technological pedagogical content knowledge. It implies that teacher technological knowledge, content knowledge pedagogical knowledge and technological content knowledge could not work alone for performing an effective teaching. Teacher knowledge of technology, pedagogy, and subject matter should be comprehensively integrated. Significantly, this study provides empirical evidence on the TPACK constructs that support teacher effectiveness. [ABSTRACT FROM AUTHOR]

Purpose: We aimed to explore and compare generalist and physical education (PE) specialist (males and females) elementary teachers' self-efficacy to teach and the barriers perceived when teaching PE. Methods: Canadian elementary school teachers completed the validated online survey, Teacher Efficacy Scale in PE, with 11 additional questions examining the perceived strength of barriers related to teaching quality PE. Results: Specialist teachers' self-efficacy (n = 296) was significantly higher (p <.05) than that of generalist teachers (n = 818). Gender was found to predict teachers' self-efficacy, with female generalists reporting the lowest scores on the Teacher Efficacy Scale in PE. There was a statistically significant difference between the perceived strength of nine out of the 11 listed barriers, with generalist teachers reporting barriers as more inhibitory than specialists. Discussion/Conclusion: This study highlights the gap between generalists' and specialists' self-efficacy to teach and the perceived barriers when teaching PE. Efforts specifically targeted to supporting female generalists teaching PE are necessary. [ABSTRACT FROM AUTHOR]

Teacher effectiveness has been a matter for extensive research and public debate, anchored around the need to capture its essence. While the complexity of teacher effectiveness in higher education has been discussed, it is unclear how this is conceptualised within Asian contexts. Critically unpacking the concept of teacher effectiveness, this systematic literature review acknowledges Hofstede's Four-Dimensional Model of Cultural Differences and draws upon Faranda and Clarke's framework of effective teaching to reveal the characteristics of effective teaching deemed important, the measures used to explore teacher effectiveness, and the factors that contribute to effective teaching in Asian higher education settings. In alignment with broader literature, the review identifies the importance of teachers' delivery and rapport in Asian higher education contexts. The students in these studies, however, viewed effective teaching as encompassing a minimised teacher-student power distance, despite being situated in collectivist contexts which are defined by large power distances. [ABSTRACT FROM AUTHOR]

The need for effective teacher in 21st century goes beyond the classroom as they play a pivotal role not only in shaping schools, but also fostering academic, social and emotional development of students. The purpose of this study is thus to reveal teachers' perceptions of effective teachers and understand effective teaching practices. 35 teachers selected through maximum variation sampling were included in this study conducted as a phenomenology. Content analyses were used to analyze data collected via semi-structured interviews. The findings were categorized under five themes: (i) effective teacher as a person, (ii) classroom management and organization, (iii) planning and implementing the instruction, (iv) monitoring students' progress, and (v)necessary skills for 21st century classes. According to teachers, effective teachers interact with students through caring and understanding, and provide organized, inclusive, and engaging classrooms to respond diverse needs of students. Moreover, it is vital for effective teachers to be innovative, creative, flexible, and lifelong learners in today's educational environment. [ABSTRACT FROM AUTHOR]

This study sought to establish educational psychologists' (EPs) views on their experiences of using a personal skills profile (PSP), created to support post-16 transition. Two focus groups were held with EPs working in local authorities in the UK. Discussions focused on participants' experiences of using the PSP with young people (YP), its value, and how it could be developed further. Audio recordings were transcribed, anonymised and thematically analysed. Findings indicated that EPs found that the PSP elicited useful information to support discussions around preparation for adulthood. Key themes relate to the ease of use by EPs and effectiveness and efficiency in regard to information gathering. The tool was deemed to be accessible to YP. Findings are discussed with specific focus on the EP role in relation to supporting preparation for adulthood as outlined in the Special Educational Needs and Disabilities Code of Practice (SEND CoP). Future directions for research are explored. [ABSTRACT FROM AUTHOR]

Pupils' behaviour can affect teacher morale, attrition, and exclusions. Teachers' efficacy beliefs can serve as a protective factor against stress and burnout. This study examined a possible association between teachers' collective efficacy (CE) beliefs and exclusion rates, and whether student-teacher relationships (STRs) affected CE beliefs and teachers' views about how they responded to difficult behaviour. A mixed methods design was utilised with four secondary schools in one UK local authority. A questionnaire ascertained CE beliefs. Subsequently, semi-structured interviews with ten teachers, with high and low CE, were conducted. A significant association was found between CE and the rate of fixed term exclusions. Interview data revealed four broad themes: The "Quality of Relationships"; the effects on "Efficacy Beliefs"; less "Reliance on Disciplinary Approaches" and having "Greater Tolerance". Positive STRs enable teachers to provide an environment in which behaviours are more respectful, reducing the need for disciplinary approaches, such as exclusion. [ABSTRACT FROM AUTHOR]

Due to globalization, English has gradually become a lingua franca, leading to a rising demand for proficient English teachers all over the globe. In China, more EFL teachers are being recruited, particularly at the tertiary level, with a greater preference for so-called "native English speaking teachers (NESTs)" over "non-native English-speaking teachers (NNESTs)" due to the impacts of nativespeakerism. Research has shown NESTs, NNESTs, and students are often misaligned in terms of beliefs about language learning and teaching which affect teaching effectiveness as well as student achievement. Recognizing this issue, this study investigated NESTs', NNESTs', and Chinese English-major students' perceptions of characteristics of effective EFL teachers at four mid-tier universities across China. Findings from semi-structured interviews with 16 students suggest that NNESTs and Chinese English-major students had similar views on language learning and teaching. Both groups valued prerequisite qualities such as having expert knowledge, language skills, teaching skills, and professionalism. NESTs, however, valued qualities such as caring, patience, flexibility, engagement, and awareness of students' learning needs. These differences are likely the result of these two groups of teachers' linguistic, cultural, and educational background differences. The highly uniform views of the two groups of teachers suggest that they tended to emphasize certain qualities while disregarding others. These findings suggest the need to raise teachers' and students' awareness of the benefits of different types of teacher qualities so that curriculum design and lesson planning can be implemented for better instructional alignment to ultimately improve teaching effectiveness. [ABSTRACT FROM AUTHOR]

The study sought to ascertain the inherent link between effective and efficient teaching and its impact on learning productivity among public and private secondary school students in Calabar education zone. Some authority postulations on the meaning of efficient and effective teaching were clearly substantiated. Two null hypotheses gave direction to the study. A descriptive survey design was adopted. Sample of 720 students were selected from 25 public and 25 private secondary schools, through a multistage sampling technique. Simple percentages and independent t-test statistics were used to test the hypothesis at 0.05 level of significance. The findings revealed that teachers in private schools differ significantly in their efficiency and effectiveness in areas of teaching and students discipline from their counterpart in public schools. Also, private school students had a higher percentage of excellent (A1 - B3) passes in Mathematics and English Language in 2016/2017, 2017/2018 and 2018/2019 academic sessions than public school students. Based on the findings it was recommended among others that there should be public-private partnership in education to bridge the gap between private and public secondary schools in the zone and the state at large. [ABSTRACT FROM AUTHOR]

Copyright of Forum Pedagogiczne / Pedagogical Forum is the property of Uniwersytet Kardynala Stefana Wyszynskiego w Warszawie and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

The purpose of this study was to investigate teachers' ethical sensitivity in Finland (N = 255) and Estonia (N = 412). The survey included the quantitative Ethical Sensitivity Scale Questionnaire and a qualitative open-ended question about successful teaching. In order to capture its essential characteristics, ethical sensitivity was examined using a four-factor structure. Triangulated data indicated that Caring by connecting to others was the most essential dimension of ethical sensitivity among both Finnish and Estonian teachers. By contrast, Reading ethical issues was the lowest rated and least mentioned dimension of ethical sensitivity. Approximately 30% of teachers from both countries did not perceive ethical sensitivity to be part of successful teaching. The results indicate the need for moral education to help teachers gain a more holistic understanding of the moral nature of teaching and recognize and visualize solutions for moral dilemmas in school communities. [ABSTRACT FROM AUTHOR]

Instructional quality is associated with better academic outcomes for students. This study aimed to investigate how teachers' job satisfaction was associated with clarity of instruction and cognitive activation as measures of instructional quality. In addition, we investigated whether this association between teachers' job satisfaction and instructional quality was mediated by teacher–student relationships. Drawing on the 2018 Teaching and Learning International Survey (TALIS), we compared participants from both Eastern (N = 27,106; Japan, Taipei, Korea, Shanghai) and Western sociocultural contexts (N = 20,209; Canada, Australia, New Zealand, United States, United Kingdom). Multilevel structural equation modelling results indicated that teachers' job satisfaction was positively associated with instructional quality across Eastern and Western settings. The relationship between teachers' job satisfaction and instructional quality was partially mediated by better student–teacher relationships. There were some differences between the cultural settings in how job satisfaction correlated with clarity of instruction and cognitive activation. We suggest that these differences may be accounted for by cultural characteristics leading to different approaches to teaching. Our results suggest that teachers' job satisfaction and the quality of classroom‐level relationships may be important indicators of positive instructional outcomes. While schools focus on student outcomes, they should also address teachers' job satisfaction and prioritise the importance of relationships between teachers and students in classrooms. [ABSTRACT FROM AUTHOR]

The importance of teaching skills that allow analyzing the reality that is shared with others, is that it admits changing the provisions that threaten well-being for fair ways by forming dialogical and ethical competencies. Every time to think critically is to examine reality in favor of proper coexistence by protecting the differences in common human projects. It means enabling cognitive operations that overcome the limits and precisions of selfabsorption to shape life as a whole event. The research has the purpose of analyzing the development of critical thinking in university students. It is a case study where discrepancies are compared in terms of critical reflections presented by a group of 256 higher education students, 128 women and 128 men; It is developed under the comparative design. It concludes that the pertinent instruction enables to coordinate ethically mediated coexistence. [ABSTRACT FROM AUTHOR]

Although the Rasch model is used to measure latent traits like attitude or ability where there are multiple latent structures within the dataset it is best to use a technique called the Mixture Rasch Model (MRM) which is a combination of a Rasch model and a latent class analysis (LCA). This study used data from a survey for teachers, teacher candidates, and teacher education program faculty with a sample of 296 candidates, 648 graduates, and 501 program faculty. Survey items based on these competencies were administered to in one Western state to ascertain how well the program candidates attended prepared them for the teaching profession. The 40 items common to surveys of the three groups were submitted to mixture Rasch analysis to determine whether distinct patterns of item response were discernible. Analyses yielded two classes which brings the construct validity of the survey into question. Results showed that the Mixture Rasch Model is and can be useful to determine subgroups for survey researchers. This research presents a demonstration of usefulness of the Mixture Rasch Model for the analysis of survey data. [ABSTRACT FROM AUTHOR]

Teacher evaluation systems work to balance summative and formative goals. Instructional observations are an important part of such systems, allowing evaluation to directly impact instruction. Research shows that summative and formative goals can conflict with each other. This paper examines whether the summative usage of observation scores contributes to summative evaluation. We find that, after accounting for traditional principal ratings, observation scores provide little predictive validity for identifying high quality teachers. Given the reviewed negative impacts of summative uses of observation scores in teacher evaluation, teacher evaluation systems should reconsider the summative usage of observation scores. • Observation Systems are used within teacher evaluation systems to address both summative and formative goals. • The summative usage of observation systems has negative consequences for their formative usage. • Our analyses suggest little positive benefit of using observation systems summatively. • Holistic principal ratings are equally predictive of teacher quality as scores from observation systems. • The summative usage of observation systems should be strongly reconsidered. [ABSTRACT FROM AUTHOR]

Many prior studies have explored average differences in initial levels of teaching effectiveness among graduates from different teacher preparation programs (TPPs) and the features of preparation that predict these differences. We focus on another important dimension of effectiveness—how graduates from different TPPs improve over time. Examining all graduates from Tennessee TPPs from 2010 to 2018, we find meaningful differences between TPPs in both initial level and early-career growth in teaching effectiveness. We also find that different TPP features explain part of these differences. Yet the features that correlate with initial teaching effectiveness are not the same features that correlate with growth. This article informs policy decisions around TPP evaluation and identifies new directions for future research in TPP effectiveness. [ABSTRACT FROM AUTHOR]

Knowledge management, learning methods, academic performance. In times of the second pandemic outbreak, the influence of knowledge management in the area of communication on the development of teaching competencies at the Julcán-2021 Educational Institution was determined. La Libertad, Peru. The study corresponds to a nonexperimental, descriptive correlational causal design. A population equal to the sample of 73 teachers was reported, chosen by means of a non-probabilistic, intentional and directed sample selection. The information collection instrument was the survey to determine the levels of knowledge management in teachers by (Velásquez, 2018), which evaluates the dimensions: Organizational culture, internal communication, competency development and planning. To measure the levels of teaching competencies elaborated by (Rivilla et al. 2013), which evaluates the dimensions: methodological, social, personal and technical. For the association, the Rho Spearman coefficient was used and for the effect the linear regression, registering: knowledge management and its dimensions, significantly (p<0.01) influence teaching competencies (r= 0.935, r2 = 87.4%; r=0, 761, r2 = 57.9%; r=0.754, r2 = 56.8%; r=0.849, r2 = 72.1%; r= 0.706, r2 = 49.8%). In conclusion, the predictive model of knowledge management has an 87.4% influence on teaching competencies. Knowledge management and its elements should be stimulated to increase teaching competencies in the Julcán-2021 educational institution. [ABSTRACT FROM AUTHOR]

This paper presents the results of a three-year study of the impacts of teaching about the experiences of trauma on students studying to become teachers. The project's overarching objective is to develop an effective trauma-informed pedagogy that can support students who learn about the experiences of the 'Stolen Generations', the Holocaust, wars, and genocide. Following a presentation from a member of the Stolen Generations, students reported strong emotional impacts, indicating heightened arousal and defensive dissociation. Results indicated that effective teaching about the experiences of trauma must be accompanied by management processes that will mitigate the potential detrimental emotional impacts on such learning. We conclude that the reflexive power of narrative can implicate the student in her or his own life, as well as in the lives of others. Of critical importance is a recognition that both Indigenous and non-Indigenous lives are bound to one another in contemporary Australia. [ABSTRACT FROM AUTHOR]

Feedback processes are difficult to manage, and the accumulated frustrations of teachers and students inhibit the learning potential of feedback. In this conceptual paper, challenges to the development of effective feedback processes are reviewed and a new framework for teacher feedback literacy is proposed. The framework comprises three dimensions: a design dimension focuses on designing feedback processes for student uptake and enabling student evaluative judgment; a relational dimension represents the interpersonal side of feedback exchanges; and a pragmatic dimension addresses how teachers manage the compromises inherent in disciplinary and institutional feedback practices. Implications discuss the need for partnership approaches to feedback predicated on shared responsibilities between teachers and students, and the interplay between teacher and student feedback literacy. Key recommendations for practice are suggested within the design, relational and pragmatic dimensions. Avenues for further research are proposed, including how teacher and student feedback literacy might be developed in tandem. [ABSTRACT FROM AUTHOR]