Teacher observation, teacher effectiveness, and pupil attainment: An RCT in England’s secondary schools

2016 ◽  
Author(s):  
Simon Burgess ◽  
Shenila Rawal ◽  
Eric Taylor
Keyword(s):  
Secondary Schools ◽  
Teacher Effectiveness ◽  
Teacher Observation

scholarly journals Mentoring and Teacher Effectiveness in Government-Aided Secondary Schools in the Acholi Sub Region in Uganda

2021 ◽  
Vol 12 (11) ◽  
pp. 2700-2714
Author(s):  
John Bismarck Okumu ◽  
Tom Henry Ogwang ◽  
Wycliffe Scott Wafula
Keyword(s):  
Secondary Schools ◽  
Teacher Effectiveness

A Study of Teacher Effectiveness, General Intelligence and Creativity of Secondary School Teachers

2021 ◽  
pp. 51-65
Author(s):  
Kamalpreet Kaur Toor
Keyword(s):  
Secondary School ◽  
Secondary Schools ◽  
Teacher Effectiveness ◽  
Secondary School Teachers ◽  
Male Teachers ◽  
General Intelligence ◽  
School Teachers ◽  
Government School ◽  
Male And Female ◽  
Significant Difference

The present study attempts to compare teacher effectiveness, general intelligence and creativity of secondary school teachers in relation to gender and type of school. The sample for the study consisted of 850 secondary school teachers of Punjab. The findings of the study revealed that there is no significant difference in teacher effectiveness of male and female secondary school teachers. The significant main effect of type of school is independent of gender groups, i.e. government school teachers are effective both in case of male and female groups of school teachers. There is significant difference in general intelligence of male and female secondary school teachers, female teachers being more intelligent as compared to male teachers, both in case of government and private schools. The results also show that male teachers of private secondary schools are more creative than female teachers of private secondary schools but not in case of government secondary schools. Government school teachers are significantly high on creativity than private school teachers only in case of female group and not in case of male teachers. Teacher effectiveness is positively and significantly related with general intelligence and creativity among secondary school teachers.

Observations of Music Educators for Teacher Evaluation

2019 ◽  
pp. 829-850
Author(s):  
Johanna J. Siebert
Keyword(s):  
Teacher Evaluation ◽  
Teacher Effectiveness ◽  
Professional Practice ◽  
Effective Teachers ◽  
Professional Growth ◽  
Music Teachers ◽  
Music Educators ◽  
Music Teacher ◽  
Education For All ◽  
Teacher Observation

This chapter explains the rationale supporting current practices in teacher evaluation as demonstrated through the main event of the teacher observation, with a focus on their application to the professional practice of music teachers. Formal teacher evaluation models and their observation protocols are described that include recommendations for use in improving teacher performance and contributing to ongoing professional growth. The value and integrity of such practices in music teacher observation is discussed, supported by participants’ responses to a nationally administered survey that queried music teachers’ observation experiences. Of particular interest are music educators’ feelings of dissatisfaction with their observers’ lack of content expertise, both in supplying informed feedback and in evaluating their performance as effective teachers. Suggestions for addressing music teachers’ concerns are offered that reflect the goals of teacher evaluation, improved teacher effectiveness, and their inclusion in the actualization of a “well-rounded education” for all students.

scholarly journals Quest for Teacher Effectiveness Parameters

2016 ◽  
Vol 4 (12) ◽  
pp. 197-205
Author(s):  
Joyce J Kurgat ◽  
Kosgei K Zachariah ◽  
Tirop Anastacia
Keyword(s):  
Public Schools ◽  
Secondary Schools ◽  
Teacher Effectiveness ◽  
Sampling Method ◽  
Educational Goals ◽  
Public And Private ◽  
Head Teachers ◽  
Descriptive Research ◽  
The North ◽  
Selection Of

Teacher effectiveness is the capacity of teachers to perform their duties optimally and achieve desired educational goals and standards. The purpose of this study was to establish the factors influencing teacher effectiveness and quality education in public and private secondary schools in the north rift region. To establish factors that influence the effectiveness of teachers, the study employed descriptive research design, which entailed the collection of data using questionnaires observations and interviews. The target populations for the study were teachers and head teachers in selected public and private secondary schools. Stratified sampling method was used in the selection of permanent and temporary teachers, whereas purposive sampling method was used in the selection of head teachers. The study sampled 22 temporary teachers from the private schools and 100 teachers from public schools, where 13 were temporary teachers and 87 were permanent teachers.  Data were analyzed using both descriptive and inferential statistics. The findings showed that a myriad of parameters gravitate around the teacher effectiveness concept and the earlier these parameters are isolated and teased out the better for the education fraternity. The study therefore recommends that parameters such administration, teachers, students, and classroom be leveraged to improve teacher effectiveness in both public and private secondary schools.

scholarly journals Nonverbal Immediacy Behaviour and Teacher Effectiveness in Secondary Schools of West Bengal

2019 ◽  
Vol 2 (1) ◽  
Author(s):  
Arghadip Paul ◽  
◽  
Nimai Chand Maiti ◽  
Indrani Nath ◽  
◽  
...  
Keyword(s):  
Secondary Schools ◽  
Teacher Effectiveness ◽  
West Bengal ◽  
Nonverbal Immediacy

scholarly journals Study of teacher effectıveness of secondary school teachers ın relatıon to theır servıce stream and caste category

E-methodology ◽  
2019 ◽  
Vol 5 (5) ◽  
pp. 72-78
Author(s):  
Shivangi Nigam
Keyword(s):  
Secondary School ◽  
Secondary Schools ◽  
Teacher Effectiveness ◽  
Representative Sample ◽  
Teaching Effectiveness ◽  
Secondary School Teachers ◽  
New Delhi ◽  
General Category ◽  
School Teachers ◽  
Significant Difference

Aim. The present study  tries to explore the teaching effectiveness of secondary school teachers with different caste categories and service streams. Methods. A representative sample of 240 teachers from the secondary schools of New Delhi was randomly selected. Teaching Effectiveness Scale by Kumar & Mutha (1974) was used to assess teaching effectiveness of the secondary school teachers. Results. The study revealed that there was no significant difference between teaching effectiveness of secondary school general category and reserved category teachers. Similar results were found  for teachers with science and humanities as their service streams. Significant differences were also not found between the teaching effectiveness of general category secondary school teachers with science and humanities as their service streams. The results were similar among secondary school teachers from the reserved category and having science and humanities as service streams.

scholarly journals MONITORING AND EVALUATION OF TEACHER EFFECTIVENESS , A CASE OF TEACHER PERFORMANCE APPRAISAL AND DEVELOPMENT TOOL IN PUBLIC SECONDARY SCHOOLS IN NYANDARUA SOUTH SUB- COUNTY, KENYA

2020 ◽  
Vol 7 (1) ◽  
pp. 320-329
Author(s):  
Khatete Ibrahim
Keyword(s):  
Secondary Schools ◽  
Performance Appraisal ◽  
Teacher Effectiveness ◽  
Time Management ◽  
Teacher Performance ◽  
Positive Culture ◽  
Monitoring And Evaluation ◽  
Simple Random Sampling ◽  
Target Population ◽  
Development Tool

Abstract The purpose of this study was to investigate the monitoring and evaluation of teacher effectiveness a case of Teacher Performance Appraisal and Development tool (TPAD) in public secondary schools in Nyandarua South Sub-county, Nyandarua County, Kenya. The study was set to achieve three objectives; To determine the influence of teacher clog in and clog out exercise on teacher performance in public secondary schools in Nyandarua South Sub-county, Nyandarua county Kenya, to examine the influence of teachers’ class registers on teacher performance in public secondary schools and to determine the influence of teachers adherence to school deadlines on their performance in public secondary schools. The study was guided by Performance Appraisal Model and benefited from descriptive survey research design. The target population was all 18 public secondary schools in Nyandarua south sub-county. The respondents were 18 Principals, 18 deputy Principals 20 H.O.D s and 90 teachers being a sample size of 30 percent of the entire public school population. Teachers were sampled using simple random sampling to obtain five teachers in every sampled school, totaling to 90 teachers. Questionnaires, interview guide and document analysis guide formed the instruments used for data collection. Descriptive statistics was used to analyze collected data. The study findings revealed that monitoring of teachers on their reporting on duty and leaving from duty improved the teachers stayed in school hence more contact time between teachers and learners in school, the monitoring of teacher class attendance improved teachers’ syllabus coverage. A majority of the schools are completing the syllabus coverage in time. The teachers are now able to do revision as they prepare students for examinations and promotion to the next grades. The meeting of deadlines has created a positive culture among the teachers in the schools. The teachers now look at meeting the deadlines set by the schools as a good thing that is making them more responsible. Lastly the strategies being used to monitor teachers attendance on their duties has resulted into impressive performance of teacher in their duties. Based on the findings and Conclusions of the study, it is recommended that TPAD tool for monitoring teachers on time management should be emphasized. The practice should be borrowed and applied to other areas of school operations.

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