Students' Achievement and Characteristics of an Effective English Language Teacher as Perceived by Yemeni English Teachers and Students of English
DOI:
https://doi.org/10.47372/h1gxtk03الكلمات المفتاحية:
Teaching, teachers 'characteristics,، teachers' qualificationsالملخص
The purpose of this research paper is to check the relationship between teacher characteristics and students’ achievement as perceived by Yemeni English teachers and students of English. It focuses on the teachers' characteristics such as their qualifications, their teaching experience, and the students'achievement in the Department of English at the Faculty of Education /Aden, and the Department of English at the Faculty of Education/ Saber, and the Faculty of Languages/ Aden. To collect the relevant data of the topic, a questionnaire was administrated to 10 teachers of English and 60 students in the Departments of English at the Faculty of Education/ Aden, and the Faculty of Languages at Aden University. Moreover, the records of the second semester examinations results of the students at the third level in the academic year 2013-2014 in three subjects (i.e. Linguistics, ELT Methodology, and Translation) were used as an indication and evidence of the direct impact of the teachers' characteristics on students' performance. Data were analyzed using the SPSS programme. The findings in this study, which are in line with findings from many other studies, do support a significant relationship between the students' achievement and characteristics of an effective English language teacher. This research paper contributes to the understanding of how students perceived the characteristics of English teachers. In addition, it is expected that the findings will contribute to the field of teaching English at the university level by reflecting the importance of some characteristics that affect the students' achievement.
التنزيلات
المراجع
Benson, L., Schroeder, P., Lantz, C., & Bird, M. (2001). Student
perceptions of effective teachers. Retrieved October 16, 2013,
from
http://www.usfca.edu/ess/sym2001/PDFbooks/naspe/naspep5
3-56.pdf
Brosh, H. (1996).Perceived characteristics of the effective language
teacher. Foreign Language Annals, 29, 125-138.
http://dx.doi.org/10.1111/j.1944-9720.1996.tb02322.x
Blum, R. (1984). Effective schooling practices: A research synthesis.
Portland, Ore: Northwest Regional Educational Laboratory.
Calabria, F. M. (1960). Characteristics of effective teachers.
Educational Research Bulletin, 39 (4), 92-100.
Clotfelter, C. T., Ladd, H. F., & Vigdor, J. L. (2006). Teacher–student
matching and the assessment of teacher effectiveness. The
Journal of Human Resources, 41(4), 778–820.
Cooper, S. T., & Cohn, E. (1997). Estimation of a frontier production
function for the South Carolina educational process.
Economics of Education Review, 16(3), 313–327
Feldman, K. A. (1988). Effective college teaching from the students'
and faculty's view: Matched or mismatched priorities?
Research in Higher Education, 28(4), 291-344.
Goldhaber, D. D., & Brewer, D. J. (1997). Why don’t schools and
teachers seem to matter? Assessing the impact of
unobservable on educational productivity. The Journal of
Human Resources, 32(3), 505–523.
Goldhaber, D. D., & Anthony, E. A. (2007). Can teacher quality be
effectively assessed? The Review of Economics and Statistics,
89(1), 134–150.
Jepsen, C. (2005). Teacher characteristics and student achievement:
Evidence from teacher surveys. Journal of Urban Economics,
57(2), 302–319.
Klitgaard, R.H., & Hall, G.R. (1974). Are there unusually effective
schools? Journal of Human Resources, 10 (3), 40-106.
Krueger, A. B. (1999). Experimental estimates of education
production functions. The Quarterly Journal of Economics,
114(2), 497–532.
Markley, T. (2004). Defining the effective teacher: Current arguments
in education. Essays in Education, 11(3), 1-14.
