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.
This approach in the class leads to developing a full range of intellectual, social and emotional skills that are important in performing the strategic management and leadership goals in the organisation. While we have no control for the development process, we can shape the life skills of an organisational climate in the appropriate ways. In fact, studies have shown that the climate created in a classroom has implications to students and their future performance. A negative climate may retard their learning and performance, but a positive climate can energize students’ learning implicated in their future roles in the professional world (Cherry,
The habit of evaluating over time will help the teacher develop a well-founded professional expertise because of the way in which they test out and check what they did, and as a result they can be more accurately informed about what works and what does not. The teacher will be constructing a repertoire of teaching approaches and techniques which will be in the student’s best interest. Evaluation is vital because it’s based on the teacher success in the classroom. It is this role that allows the teacher to discover the worth of their work. Teachers must find the value in what they do.
Therefore, teachers must create an ideal classroom environment that is encouraging to learning. Also, teachers should be trained to support expanded role for class interaction to make effective. Teachers should consider various strategies that can capitalize on student engagement and success in the classroom. As instructors, we can create an ideal classroom environment that is favorable to learning. Learning is intrinsically hard-work; it is pushing the brain to its limits, and it can only possible with the help of motivation.
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).
It is very necessary on the part of the teacher to perform effectively in order to bring out the desired outcomes of the learners and this requires effective and appropriate use of teaching skills in classroom. Teachers are asked not only to present information, but to help students grow in creativity, curiosity, social adjustment, problem solving, and responsibility; teachers are also asked to help students develop a good attitude toward classmates and their school. The accomplishment of these goals has a greater chance if teachers use effective teaching competencies. In the fast changing world of the early 21st century, secondary education is also changing; the role of teachers will also change. New social challenges and demands towards education and teachers, change schools into institutions with modern aims and social contracts.
Teacher’s job performance plays a crucial role in student’s learning process. It is known to be related to teacher’s effectiveness (Medly and Shannon, 1994). Teachers play a basic and dynamic role in the educational system. Job performance of the employees is one of the fundamental issues that organizational managers seek to improve it. Since the mid-twentieth century, organizational commitment has been substantially considered and analyzed.
Introduction Teacher professional development (TPD) has been considered as a central component in improving education. Although teachers are generally involved in professional development for a certification (Guskey, 2002), it is widely believed that TPD should be continuous and systematic (P. Knight, 2002).Teachers as the major agent in teacher development play a crucial role in classroom practices. TPD brings changes to teachers’ beliefs and attitudes with some changes in student learning outcomes, which are the results of teacher classroom practices (Guskey, 2002). Teachers’ perception of TPD has been investigated in the field and understanding teachers not only in terms of what they do, but also how they think was widely recognised in
So far, many scholars have attempted to define teacher professional development in terms of a high-quality, meaningful and effective teacher enhancement. According to Bolam (1993) teacher professional development refers to “any professional development activities engaged in by teachers which enhance their knowledge and skills and enable them to consider their attitudes and approaches to the education of children, with a view to improve the quality of the teaching and learning process.” From the view of teachers’ commitment, Glatthorn (1995) asserts that teacher professional development is what a teacher attains as a result of obtaining experience and exploring his or her teaching systematically. Looking at external factors, Horsley (1996) defines teacher professional development as “opportunities offered to educators to develop knowledge, skills, approaches and dispositions to improve their effectiveness in their classrooms and
Student motivation and performance were assumed to be significant reinforces for teaching behaviors. Thus, Teachers with a high level of Efficacy believed that they could control, or at least strongly influence, student achievement and motivation, thus the concept of Teacher Efficacy was originated. Teacher Efficacy has been defined as "the extent to which the Teacher believes he or she has the capacity to affect student performance" (Berman, McLaughlin, Bass, Pauly, & Zellman, 1977, p. 137), or as "Teachers' belief or conviction that they can influence how well students learn, even those who may be difficult or unmotivated" (Guskey & Passaro, 1994, p.