The impact of teacher quality on student achievement cannot be denied . However, what are the characteristics of effective teachers, what kind of training ensures qualitative teaching, what are the different means to ensure ongoing professional development are the key areas that need to be explored. A substantial amount of research has been conducted on the relationship between teachers and student achievement. Two hundred studies have shown that the only factor that can create student achievement is a knowledgeable, skillful
2.2 Teacher resilience A good number of studies has shown that facing various challenges for teachers in different years of their teaching is inevitable. This issue become important when teaches lack the ability of managing these difficulties which may result in burnout and attrition. To be on the positive side, equipping teachers with qualities that prevent them from frustration and make them to thrive than just survive was an ongoing concern for teacher educators and policy makers. Resilience, as a specific strategy that individuals usually apply when they face a kind of adverse situation (Castro, et al., 2010), has been attracted a lot of attention among researchers. Resilience as a developmental attribute seems necessary for teachers to be more confident and successful in their teaching.
and design instruction that develops students' self-perceptions of their academic skills. And by large will lead a way for in making Quality primary education a dream come true. The present study titled ‘Teacher Efficacy in Relation to Teacher Motivation and Personality of Primary School Teachers is a survey study. In this study the researcher has made an earnest attempt to find out the relationship between Teacher Efficacy and its dimensions with Teacher Motivation and Personality of Primary School Teachers. This chapter presents the explanation and discussion on the above issues under the sub-title theoretical frame work, present status of the study, related to Teacher Efficacy, Teacher Motivation and Personality.
2.2 Teacher Efficacy Teacher Efficacy theoretically is reflected in classroom management, student engagement and in administering instructional strategies. Therefore, the researcher has tried to focus the review on these issues beginning the discussion with general introduction to Teacher Efficacy. According to Frase (1989) teachers’ ability to perform effectively is affected by the teaching environment and work content. He refers to teaching environment as generally represented by class size, rules
Considering the qualities and characteristics of what an effective teacher should be; the importance of educators can be easily assessed in society. The words and actions as an educator will have an enduring effect on the students and the adults they will one day
The study done by Ross and Gray (2006) revealed that collective teacher efficacy contributed to commitment to school mission, commitment to community partnership, and especially to commitment to professional community. Furthermore, the study found that collective teacher efficacy strongly predicted commitment to community partnerships (Ross & Gray, 2006). However, this study further suggests that the teacher’s belief on their group competency can also influence their teaching effectiveness. Collective Teacher Efficacy and Teaching Effectiveness Goddard, Hoy, and Hoy (2000) suggest that one way for school administrators to improve student achievement is by working to raise the collective efficacy beliefs of their faculties. Past teaching experiences has an impact on the development of a teacher’s sense of efficacy.
Personality influences the various behavioral aspects of the teacher in many ways like interaction with students, teaching methods selection and learning experiences choice. Instructional activities are best conducted by the effective use of a teacher 's
The following are the literature on the several factors considered in this study that has an impact on teacher efficacy. Teacher Efficacy and Teaching Experience Several studies conducted show teaching experience may influence teachers’ efficacy. According to the study conducted by (Afshar, Rahimi, Ghonchepour, & Saedpanah, 2015), there is a significant effect of teaching experience on teachers’ sense of efficacy. However, in the study of (Gür, Çakıroğlu, & Çapa-Aydın, 2012) revealed that teaching experience is not a predictor of teaching efficacy. In a similar study conducted by Swackhamer (2009), revealed that Mathematics content knowledge, years of teaching, and teacher support directly influences
Some components of teacher efficacy include: developing an organized classroom environment that is supportive of positive and meaningful learning, positive beliefs and development of instructional activities in different domains of learning, engaging the involvement of parents and sourcing resources needed for learning tasks, and redirecting negative influences that may affect the flow of the academic accomplishments of students (Marat, 2007, para. 3). A strategy that can be utilized by administrators in assisting teachers in developing a high degree of teacher efficacy involves providing information on the relevance of learning in students lives. This strategy of providing information on the relevance of learning in the lives of students would be undergirded by a series of workshops that would expose teachers to components of quality and effective learning, the nature of the pubescent child, the role of culture in the process of assimilation and equilibration and how learning can be developed and supported by positive self-beliefs among students with low-self image. Workshops would be conducted for three hours per week and would involve a reflective component where teachers selected for this
Sanders and Rivers (1996) believe that the most important factor in students' achievement is the teacher. They concern teaching as a complex activity and state that teacher quality can predict students' performance. As a matter of fact, one of the most significant issues in learning is teachers' role, and this matter is of great significance in language learning. EFL teachers have much heavier responsibilities than before. Teachers must be active both outside the class and inside the class (Wayne &Youngs, 2003).