ATTRIBUTES OF EFFECTIVE FOREIGN LANGUAGE TEACHERS: INSIGHTS FROM UKRAINE

The paper set out to explore pre-and in-service foreign language teachers’ perceptions of attributes of effective teachers in Ukraine within a framework developed by the authors of the study to unravel the construct of effective language teaching. Two groups of pre-service (n=105) and in-service (n=127) teachers were recruited using a snowball sampling technique. The independent samples t-test and MANOVA statistical procedures were utilised to analyse and compare data generated from a self-report questionnaire. The findings indicated that the highest value was assigned to the performance category of teacher effectiveness, followed by the prerequisite category, including teacher competence, with the lowest value attached to the output category. A considerable degree of convergence was observed in students’ and teachers’ views on many attributes of teacher effectiveness. Both groups endorsed such attributes as clear teaching, target language proficiency, knowledge of language pedagogy, active engagement of learners, downplaying the importance of learners’ test scores. Nevertheless, a statistically significant difference was detected between the perceptions of the two groups of subjects. The students accentuated teachers’ personality and rapport domains, as well as motivating instruction. They also endorsed traditional approaches to language teaching in giving preference to form-focused instruction. Conversely, the teachers associated effective teaching with competence, careful planning and ongoing professional development. Teachers gave precedence to current methodological approaches in favouring meaning-focused instruction. A conclusion was drawn that teachers form more sophisticated cognitions of effective teaching in the process of professional maturation, thus implying the necessity for closer attention to the development of prospective teachers’ cognitions in teacher education programmes.

Virtual education and student perception of teacher performance in the distance learning environment

<span>This article aims to carry out a descriptive analysis of the performance of teachers qualified as researchers, in the distance education environment according to the student's perspective. The results will be a frame of reference for university authorities on the path of continuous improvement of virtual education. When carrying out the research, a general qualification of the teaching performance of 14.20 was determined, established the highest grade equal to 20, it can be indicated that there is a good performance of the teacher in the virtual education environment. In addition, the results show that the highest evaluation corresponds to the indicator management of the group and fulfillment of the objectives, which is directly related to the administration of the class, while the lowest rating is for the indicator "Teacher effectiveness so that their students acquire relevant knowledge, skills and attitudes”, which is directly related to the didactic strategies used, that is, to the use of technological tools that today are more than just an option. Finally, it can be noted that of the total of 17 teaching, 23.5% present a very good performance, 35.3% present a good performance and 41.2% present a regular performance.</span>

Exploring the Factors Contributing to Teacher Effectiveness in Senior High Schools in the Kassena Nankana West District

The study investigated the factors contributing to teacher effectiveness in senior high schools in the Kassena Nankana West District. A descriptive survey design with a sample of 100 teachers was used for the study. A self-designed questionnaire was used for the data collection. Means and standard deviations and independent samples t-test were the statistical tools used in the study. The objectives of the study were to find how headmaster supervision contributes to teacher effectiveness; find students’ attitude that contribute to teacher effectiveness; how community participation contribute to teacher effectiveness. Means and standard deviations and the independent samples t-test were the statistical tools used in the study. The findings of the study were showed that; headmasters involved teachers in decision making in schools, students’ participation in classroom work was appreciable, and communities gave teachers some fringe benefits. It was recommended that headmaster supervision should be strengthened since involving teachers in decision making in school brings about teacher effectiveness. Again teachers should relate and encourage students to participate in classroom work since that contribute to teacher effectiveness. It was concluded that headmaster supervision is very important since that contribute to teacher effectiveness in school.

Exploring the Interplay of Trait Emotional Intelligence and ESL Teacher Effectiveness: Is Self-Efficacy the Mechanism Linking Them?

This study investigated the influence of trait emotional intelligence (EI) and self-efficacy (SE) on English as a Second Language (ESL) teachers’ effectiveness (TE). The study also explored the mediating role of teacher self-efficacy in augmenting the relationship between trait EI and teacher effectiveness. We adopted a quantitative survey design involving both public and private sector higher education institutions (HEIs) of Pakistan. The participants ( N = 243 ESL teachers) were selected via convenience sampling. Data were analyzed using Partial Least Squares-Structural Equation Modelling (PLS-SEM) via SmartPLS3 software. Analysis through standard bootstrapping procedure resulted in direct and indirect (mediation analysis) path coefficients. Trait EI predicted ESL teachers’ effectiveness and self-efficacy. However, teacher self-efficacy was found to be more important as it revealed a larger effect on teacher effectiveness than trait EI and also mediated the relationship between trait EI and teacher effectiveness. The findings support previous research that positions emotional intelligence at the core of teaching effectiveness and has highlighted the predominant role that self-efficacy can play in strengthening this relationship. This study is significant as it underscored the importance of trait EI and self-efficacy in facilitating teacher effectiveness at the tertiary level. Implications and directions for future research are discussed.

AUGMENTING THE TEACHER EFFECTIVENESS CONSTRUCT: VOICES OF THE EFFECTIVE ENGLISH LANGUAGE TEACHERS FROM UNIVERSITIES IN PAKISTAN

Educational standards around the globe and most specifically in Pakistan are put to contest with challenging standards. There is an amounting pressure on the administrators and the policymakers to furnish the educational institutes with effective teachers. This leads to rekindle probe into the ongoing debate on the qualities that contribute to teacher effectiveness. Therefore, the present research utilized mixed methods approach with an aim to explore the effective English language teachers’ (ELTs) conception about the qualities of effective ELTs. In the first quantitative phase, the survey method was used to identify effective ELTs through Self-Assessment Test (SAT) at both public and private sector higher education institutes (HEIs) of Pakistan through convenience sampling (N = 243). Based on the results of phase one, eight ELTs were selected purposefully for semi-structured interviews which were then analyzed thematically using ATLAS.ti 9.0 software. Thematic analysis of the semistructured interviews revealed nine main categories emerging under the a priori theme of perceived effective teachers. The study adds to the inconclusive definition of teacher effectiveness and bears implications for various stakeholders of the teacher education system to provide opportunities to the ELTs in order to develop such qualities as identified through this study

PELATIHAN EMOTIONAL INTELLIGENCE UNTUK MENINGKATKAN TEACHER EFFECTIVENESS PADA GURU SEKOLAH DASAR

Peran guru sangat penting dalam mendukung performa akademik dan prestasi siswa. Pentingnya peran guru terkadang tidak diimbangi dengan keterampilan efektivitas guru dalam mengajar (teacher effectiveness). Pengukuran awal penelitian yang dilakukan menunjukkan hasil bahwa teacher effectiveness tergolong rendah. Padahal teacher effectiveness penting dimiliki guru untuk menunjang proses mengajar. Oleh karena itu peneliti berupaya memberikan pelatihan emotional intelligence untuk meningkatkan teacher effectiveness. Penelitian ini bertujuan untuk mengetahui efektivitas pelatihan emotional intelligence dalam meningkatkan teacher effectiveness pada guru. Partisipan penelitian ini berjumlah 21 guru di salah satu sekolah dasar di Surabaya. Penelitian ini merupakan sebuah quasi-experiment dengan menggunakan non-randomized one group pre-test post-test design. Pelatihan terdiri dari enam sesi yang dibagi dalam tiga pertemuan. Metode pengolahan data yang digunakan dalam penelitian ini adalah uji beda menggunakan aplikasi SPSS 16.0. Hasil intervensi menunjukkan bahwa terjadi peningkatan teacher effectivenesspada guru setelah diberikan pelatihan. Follow-up dilakukan dua minggu setelah pelatihan diberikan. Hasil follow-up menunjukkan bahwa tingkat teacher effectiveness cenderung tetap sehingga dapat disimpulkan bahwa efek pelatihan relatif bertahan pada partisipan penelitian.

Development of the methods for the class teacher effectiveness assessment

The problem of developing a methodology for assessing the effectiveness of the class teacher’s educational activity and the possibility of its implementation in the context of an educational establishment has been getting more vital. The developed methodology for assessing the class teacher performance efficiency was tested on the basis of four educational establishments in Nizhny Novgorod, which are the clinical internship bases to train future teachers and class teachers at Minin University (Nizhny Novgorod), who were experts carrying out the examination of the methodology for assessing the performance efficiency according to the proposed indicators. The developed methodology for assessing the class teacher performance efficiency can be used in the practice of educational organizations to develop a system for assessing the encouragement of the class teacher performance, supervising his professional growth, developing individual trajectories of professional improvement, analytical conclusions, and expertise.