This means an effective class and raised teaching standard which in-turn improves the overall motivation of the teacher. This results in a positive influence on the productivity of the teacher as well as have positive influence on the overall satisfaction of the teacher. To understand the importance of planning from an intrinsic viewpoint, it is important to consider the real advantages, which could be driving an increased teacher enthusiasm. A fully planned lesson allows the teacher to maintain focus throughout the lesson. As discussed previously, effective lesson planning can have a positive effect on the motivation on a teacher.
Likewise, Brown (2004) states “assessment is an integral part of teaching-learning cycle” (p. 16). There are a number of reasons for assessment the knowledge of which would provide insights into the way teachers employ given methods which are appropriate for their pedagogic purposes. Race, Brown, and Smith (2004) suggest the most common reasons for assessing students. They remark that assessment provides students with constructive feedback, thereby resulting in their improvement. It also raises learners’ awareness about their current abilities and achievements.
Finally, Gkolia, Dimitrios, & Koustelios (2014) indicated in their study that background characteristics such as teachers’ gender, teaching experience, educational level, and age affect their self-efficacy. Teacher Efficacy and Professional Development Professional development of teachers is a strong factor that enhances teachers’ knowledge and learning. A number of studies have reflected that the said factor is imperative to a positive change of every individual that seeks development professionally. Amanulla & Aruna’s (2014) study showed a a positive relationship between teacher efficacy and professional development. The relationship indicates that increase in teacher efficacy will cause an an increase in the professional development of teachers.
An effective school is one where the actions by school administrators create distinct environments that are highly predictive of the level of job satisfaction for the teaching staff (Shann, 1998). Effective and supportive school leadership creates caring relationship and foster an environment focused on academic excellence.The effective leader is displayed as a positive role model, and give teachers the latitude to focus on the business of teaching rather than being distracted with bureaucratic rules and procedures, to ens-ure that there is a productive environment. Teacher satisfaction is the most important link in the chain of education reform. Teacher satisfaction influences job performance, attrition, and ultimately, student performance” (Hall, et al., cited in Shann, 1998,
Innovation and research are important for ELT for a number of different reasons, notwithstanding, we might point at the fact that both terms bring with them the idea of improvement as well as that of making education more effective. On the one hand, innovation is important in the sense that it may help schools to keep up-to-date with the latest developments or research findings, and can also be a force to encourage educational equity and fairer opportunities for diverse sections of society, as stated in Carless (2013). On the other hand, the research teachers do is outstanding, for it contributes to an overall increase in the level of scholarship for the teacher’s pupils, or in other words, it increases the chances of interpreting the meaning and value of source material and moulding it into a form which is personally useful to a particular scholar. Besides, as stated in Coombe and Sheetz (2015), teacher research is a valuable form of professional (it increases feelings of self-efficacy and positive interactions with students) and personal growth, and it allows them to become better at what they do and find their voice. Moreover, research helps teachers to become more flexible and open to new ideas, and it narrows the gap between teacher’s aspirations and realizations.
The importance of good lesson planning and the benefits they have for the teacher. As one could imagine, when considering the importance and even the significant of effective lesson planning, quite often we immediately considering the benefits that this can have on the student. It is certainly true that its certain does present benefits to the student, discussed later in this paper. The benefits of planning for the teacher However, it is important to also realize that effective lesson planning can benefit the teacher. Those benefits for the teacher include can improve the lesson and make it more effective.
2006). More flexibility and better support systems from administration and adequate emphasis on expression, autonomy and academic freedom should be the focus to improve reflection in education and to motivate more teachers to be reflective in their practice. For example , if a teacher feels s/he should go back to teaching the basics of units before s/he starts with more abstract numerical problems, she should have enough flexibility in her teaching plans and time to do that without having to worry about the time to complete the syllabus
Various teaching strategies such as cooperative learning, active learning, role play and games and pedagogic tools are being integrated in educational theories in meaningful and useful ways to encourage task or learning achievements. By adopting these several motivational strategies in the classroom will affect the enthusiasm of the students in a positive way, thus promoting and sustaining
In learner-centered teaching, the teacher focuses on what students are learning, how they are learning, and how they can use the learning (Weimer, 2002). Student engagement through learner-centered approaches leads to desirable student outcomes. The benefits of learner-centered education include increased motivation for learning and greater satisfaction with school; these outcomes lead to greater academic achievement (Slavin, 1990; Johnson, 1991; Maxwell, 1998). Students in learner-centered programs differ from students in more teacher-centered programs in some concrete and specific ways; namely, they know why need to learn content, have a self-awareness of their learning abilities and how acquire knowledge (Association of American Colleges and Universities, 2002), can use knowledge to