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Teacher Effectiveness

1304 Words6 Pages

Rao (1995) studied relationship between teacher effectiveness, creativity and inter personal relationship of teachers. The findings revealed that no significant relation was found between teacher effectiveness and the income or years of service of the teacher. However significant relations were found between teacher effectiveness, creativity and interpersonal relationships of teachers and significant differences existed between rural and urban teachers with reference to interpersonal relationship. Sugiratham and Krishna (1995) studied the teacher effectiveness of 295 woman teachers working in Girls Higher Secondary School, Tuticorin and found a significant difference among the different classes handling respondents on teacher effectiveness. …show more content…

Meadows (1997) explored the relationship between the teacher leadership style and teacher effectiveness on a sample of 134 instructors and 2141 students. The findings through a post hoc analysis revealed a significant relationship between instructor effectiveness and instructor leadership. Socio-independent received the highest students grades and students view these instructors as enthusiastic mentors.
Sikora (1997) conducted a study to examine relationship between personality types and teacher effectiveness of secondary family and consumer science teachers. The sample of the study comprised of 20 FCS teachers from three school districts in Eastern Tennessee. Although the result of this cannot be generalized due to the non random selection process of FCS teachers. The findings indicated that teacher’s personality may play a significant although a limited role in teacher …show more content…

The findings revealed that there is a positive correlation between new teacher induction content addressed during a teacher’s first year and their level 1 of self perceived effectiveness. Next, direct input on a specific task was the most common way new teachers were supported and produce a strong task was the most common way new teachers were supported and produced a strong correlation with effectiveness and satisfaction while lectures, although used seldom, produced the least effect on new teacher effectiveness and satisfaction and finally, principals were also highly involved. The principal’s involvement produced the strongest relationship with effectiveness and

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