To encounter the accountabilities and expectations the teachers therefore needs to undergo appropriate professional development programmes to match with the required standards. Ministry of Education Heritage and Arts (2005) stated that even though the education fraternity comprises of ancillary staff, education officers, parents/guardians, learners and community members, teachers are considered for the most important stakeholders as they contribute directly towards children’s
Effectiveness is very important trait in all subject areas. Researches define effectiveness in terms of student achievement. Cruickshank and Haefele (2001) noted that good teachers at various times have been called ideal, analytical, dutiful, competent, effective, satisfying, responsive and respected. Effective teachers do have an extraordinary and lasting impact on the lives of the students. As a student and prospective teacher I believe that a good and effective social studies teacher possesses essential qualities such as; command over subject area, strong control over classroom, a positive attitude and being a good evaluator.
Teacher must integrate teaching strategies that will help students to assimilate knowledge such as supportive classroom environment, recognition of difference and connectedness to the wider world. This will boost up student’s confidence and contributes to their sense of function for being at school. Good teachers know the content, know how to give explanation, expect and demand high level of performance from learners. These teachers are great performers that rivet their students’ attention. However, great teachers engineer learning experiences that eventually make the students connect experiences with diverse areas of knowledge in a significant
Effective professional development leads “to a long-term gain in teachers’ knowledge” (Gigante & Firestone, 2008, p. 311), which in turn makes a considerable impact on the classroom and the teacher. Danielson (2006) illustrated this thought by stating, “professional development is the corner-stone of improving practice and is essential to teacher growth, expertise, and skill development” (p. 15). When teachers unite and embrace true collaboration alongside teacher leaders then extensive improvement to the school will be likely to occur. Angelle and Teague (2014) note when addressing what school improvement looks like under strong collaboration with teacher leadership, there is a, “ clear and strong relationship between collective efficacy and the extent of teacher leadership” (p. 7). If teacher leaders can find a way to bring their colleagues on board, they will be able to see change begin and teachers in the school will begin to see the value in not staying isolated.
Dimensional descriptions in connection with the expectations of teacher’s effectiveness in the field of organizational behavior provide the basis of desirable or undesirable personality characteristics judgment. So pronounced neuroticism, as an undesirable trait for teachers in interactions with students is quite a justified assumption. Teachers with high neuroticism will need a long span of time to improve their social skills and communicative relationships to their students. Moderate extraversion is enviable because of its association with self-confidence, friendliness and positive emotions. A teacher should have receptive attitude towards unconventional ideas and acceptance of different cultural backgrounds, various feelings and behaviors of their students.
It addresses the teacher’s concerns and needs on competency leveling-up. It helps to intellectually stimulate the learning and creativity of the SAFWOS teachers in learning science pedagogies. The professional accreditation is a good source of motivation to inspire the teachers to step forward in embracing the change and has an idealized influence on the teachers in being good role models for their learning attitude (Bass, 2008). Jackson (2000) posited that it is not as easy to exercise transformational leadership as for instructional leadership. It will be more difficult to train and cultivate personal capacities in transformational leadership which works through relationship to accomplish goals.
To attain efficiency and effectiveness in every aspects of teaching it is essential that a teacher should have high-level of motivation and healthy professional attitude towards teaching. Thus, teacher, the key factor in all educational development, needs to be personally and professionally equipped with teaching competencies, commitment and determination to perform at their best. The quality of education in a society is a direct consequence and outcomes of the quality of teachers and teacher education system where they get trained. For this professional preparation of teachers, the study of psycho-social traits held by pre-service teacher is very important. How a teacher performs his duty as a teacher is dependent, to a great extent on their psycho-social traits like socio-economic status, family environment, motivation, attitude, interest, intelligence, learning abilities and finally their achievement as a professional.
Teachers’ self-efficacy is considered to be one of the most important factors affecting teachers’ job satisfaction during their tough teaching years (Wolters & Daugherty, 2007). It is the perception teachers have that they can effectively perform the professional tasks such as helping students to learn. According to Aloe, Amo and Sanan (2014), direct relationships between self-efficacy and burnout have also been confirmed in several meta-analyses. Demirdag (2015) observed that there is evidence demonstrating an association between teachers’ self-efficacy and student and teacher outcome. In recent researches, empirical evidence has been found for several possible roles of self-efficacy, for example, self efficacy may serve as an indirect predictor of strain via stress as mediator (Wang, Hall, & Rahimi, 2015), as a mediator between stress and strain (Yu, Wang, Zhai, Dai, & Yang, 2014), and as a moderator of the stress and strain relationship (Schwarzer & Hallum, 2008).
Assessment is an essential component of teaching. Recently, the importance of assessment has increased even further. Genesee and Upshur (1996) refer to students’ achievement as one of the most important focus of classroom-based assessment. They believe that “teachers need to know what and how much students have learned in order to monitor the effectiveness of instruction, to plan ongoing instruction, and for accountability purposes” (p. 47). Assessment can be done at different stages: Assessment at the end of each unit of instruction is probably useful for both internal and external purposes; in other words, it is of interest to, teachers for planning instruction, students for organizing their own learning, school authorities for accountability,
Education is certainly a key factor for people to succeed in life and teachers have a huge part in everyone’s lives when it comes to reaching the achievements they want to gain today and in the near/distant future. Teachers are considered as our heroes for continuing to teach and give further knowledge and information to students despite how noisy or undisciplined they may be. On the other hand, not all teachers are the same. Some have different personalities that other students may or may not like. They also have different ways on how they teach students.