Perceived versus Measured Teaching Effectiveness: Does Teacher Proficiency Matter?

Sadeghi, Karim; Richards, Jack C.; Ghaderi, Farah

doi:10.1177/0033688219845933

Cited by 16 publications

(11 citation statements)

References 17 publications

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“…Lecturers' experiences also can influence their ability to adapt to the recent condition and implement their insight and skills whenever needed. The findings supported by the statements of some scholars that stated that lecturers' professional experiences will support teaching and learning process since the lecturers can offer more alternatives based on learning conditions to provide more language input during lesson activities (Choi & Lee, 2016;Moradkhani et al, 2017;Sadeghi et al, 2019).…”

Section: Discussionsupporting

confidence: 64%

“…They stated that teachers' general proficiency significantly impacts the promotion of language learning process. Besides, Sadeghi et al (2019) conducted a research in Iranian context. They investigated 8 Iranian teachers to see the link between their English proficiency and the way they use the language to engage learners in classrooms.…”

Section: Language Proficiency Of Teachersmentioning

confidence: 99%

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Linking Language Proficiency to Teaching Competence: A Case Study of EFL Teachers in Indonesia

Rachmawati

Purwati

2021

Elsya

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In Indonesia, English teachers and lecturers have to pass specific number of TOEFL score as a passing card to carry out teaching activity. Yet, there is no further observation from researchers or government about how much the English teachers’ proficiency affects the classroom instruction capability. Hence, this research is worth pursuing to reveal information for teachers’ professional development. This study is a case study that aims to gather information about the relation between English teachers’ proficiency and teaching skills. The data were obtained from semi-structured interview and class observation. To analyse the data, the researchers coded the data manually to eliminate errors. There are two English lecturers from one private University in Malang, East Java, Indonesia as the participants of this study. They were selected purposefully based on their level of general proficiency in English. This study revealed that high level of English proficiency alone cannot be a single indicator for conducting effective English teaching and learning process. Teachers need to obtain both high level of language proficiency and own pedagogical skills to provide optimised learning and teaching environment. This research is seen as a fundamental framework for teachers to improve their English teaching perseverance.

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Section: Discussionsupporting

confidence: 64%

Section: Language Proficiency Of Teachersmentioning

confidence: 99%

Linking Language Proficiency to Teaching Competence: A Case Study of EFL Teachers in Indonesia

Rachmawati

Purwati

2021

Elsya

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“…In the private sector, the situation is much better; however, teachers are primarily recruited based on their English proficiency and knowledge of teaching methods rather than their teaching potential. While language proficiency is an important predictor of the success of teaching, effective teachers need other competencies that should be considered in a teacher recruitment process ( Sadeghi et al., 2019 ); furthermore, a high language proficiency does not automatically translate into good teaching ( Richards 2015 ).…”

Section: Conclusion and Recommendationsmentioning

confidence: 99%

Professional development among English language teachers: challenges and recommendations for practice

Sadeghi

Richards

2021

Heliyon

Self Cite

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Professional development of language teachers is one major measure to ensure that teachers remain updated and avoid the risk or leaving the profession. Not all teachers, however, attend professional development (PD) workshops or engage in such activities for the sake of developing professionally. Some teachers attend PD courses on a routine basis with little knowledge of what competencies they are expected to gain as a result, and simply because taking part in such programmes is an institutional requirement. To explore the type of PD activities English teachers in Iran participate in and also to understand the motivations behind their participation, the researchers interviewed 24 English teachers (with the age range of 24–50) working at private language institutes and public high schools. The study found that public school teachers were engaged in very few PD activities, and the type of PD activities private teachers followed ranged from consulting online courses to watching educational videos to reading ELT textbooks. The motivations for taking part in PD activities ranged from ‘having no motivation’ to ‘promoting my English’ to ‘being able to teach at university’. Further results and implications for teacher education in Iran and beyond are discussed in the paper.

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“…Similar studies need to be supplemented with other data collection tools such as interviews with teachers and authorities, observations and other measures of performance indicators than self-reports in order to have more comprehensive findings. Research has shown that teachers do not necessarily carry out what they assume to be doing in the classroom (Sadeghi et al, 2020).…”

Section: Discussionmentioning

confidence: 99%

Self-reported teaching effectiveness and job satisfaction among teachers: the role of subject matter and other demographic variables

Sadeghi

Ghaderi

abdollahpour

2021

Heliyon

Self Cite

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The pivotal responsibility of educating and nurturing students in any society is on the shoulders of teachers, whose knowledge, affection, and commitment exert a great influence over students' lives. Therefore, attending to teachers' emotional state and satisfaction with their profession is crucial. This study was therefore undertaken to investigate the relationship between Iranian English and nonEnglish teachers' job satisfaction and their teaching effectiveness. The relationship between these teachers' job satisfaction and their demographic background (e.g. teaching experience and gender) was also scrutinized. Using convenient sampling, 173 English and nonEnglish teachers were selected to participate in this research. In order to collect data, Kulsum (2000) Teacher Effectiveness Scale and Lester's (1987) Teacher Job Satisfaction questionnaire were used. The results revealed a positive correlation between teachers' job satisfaction and teaching effectiveness and this held true for both English and nonEnglish teachers. For policy makers and stakeholders in education, this study underlines the significance of addressing teachers' needs and their challenges to promote their job satisfaction.

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Perceived versus Measured Teaching Effectiveness: Does Teacher Proficiency Matter?

Cited by 16 publications

References 17 publications

Linking Language Proficiency to Teaching Competence: A Case Study of EFL Teachers in Indonesia

Linking Language Proficiency to Teaching Competence: A Case Study of EFL Teachers in Indonesia

Professional development among English language teachers: challenges and recommendations for practice

Self-reported teaching effectiveness and job satisfaction among teachers: the role of subject matter and other demographic variables

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