The Role of Teacher Efficacy and Characteristics on Teaching Effectiveness, Performance, and Use of Learner-Centered Practices

Abstract

The study tested two models on the interaction of teacher variables using Structural Equations Modeling (SEM). In the first model, the effect of teacher's personality characteristics and teaching efficacy on teacher's performance and effective teaching was tested. In the second model, the effects of learner-centered practices on teacher's performance, effective teaching, and teaching efficacy were included. 296 teachers from a community college were assessed by their students on their teaching performance using the Student Instructional Report (SIR), the Effective Teaching Inventory (ETI), and the Learner-centered Practices Questionnaire which were devised by the researchers. On the other hand, the teachers assessed themselves using Osgood's Personality Characteristics Scale and the Teacher Efficacy Inventory by Gibson and Dembo (1984). In the SEM analysis, the two models did not change on their measures of goodness of fit with a RMSEA of .045 indicating that both models have a rather good fit. It was found that the teachers practicing learner-centered approaches use their self-efficacy in order to be effective in teaching, but it was also found that being effective does not result in high teaching performance ratings. The use of learner-centered practices is seen as effective but does not warrant having high ratings based on student assessment. A teacher's general performance in teaching is influenced by various internal and external factors. These different teaching factors are measured and assessed in order to come up with indicators of successful teaching that would effectively regulate students' learning and serve as success indicators for a school. Various studies have proposed different criteria on how to assess teaching performance and they differ according to different schools' specific objectives. However, in explaining teaching performance, there are important common factors that need to be considered. Teacher performance is influenced by the teachers' personality characteristics (

Program of Sarjana Mengajar to Improve the Quality of Education on Vocational High School

“…This is supported by the opinion of Toth [13] which states that effective learning can only happen if the teacher determines the method, form, and meaning of learning that will be delivered to students by taking into account the characteristics of the students. Furthermore, Bandura [14] found that effective learning can affect the acceptance of theoretical knowledge to students. Teachers act as facilitators and mediators that allow the creation of conditions conducive for students to learn and be responsible for the achievement of learning outcomes [15] [16].…”

Teacher effectiveness scale in higher education: Development and psychometric properties

“…Personality Akintayo and Iwoye (2008), Bustos-Orosa (2008), Magno and Sembrano (2007), Malikow (2006), Restubog (2009), Raymond (2008, Sanchez (2007) being caring, kind, compassionate, bold, aggressive, an extrovert, active, energetic, strong, relaxed, practical, predictable, reasonable, gracious, wise, decisive, stable, rational, challenging, enthusiastic, creative, respectful, friendly, reflective, charismatic, having sense of humor, concern of students' successes, good prior academic performance 2. Subject Matter Expertise Lacang (2007), Magno and Sembrano (2007), Minor et al (2002), Reyes (2000) being knowledgeable of subject matter, delivering well-prepared lessons, being an expert, having content mastery, ability to teach many subjects. 3.…”

“…3. Relational Competence with students Bustos-Orosa (2008), Magno and Sembrano (2007), Reyes (2000), Sanchez (2007) having the ability to establish rapport, maintain harmonious relationships, being sensitive, open-minded, accepting, interacting affectionately with students, initiating teacher-student relationships, helping students, believing in students, recognizing the potentials of students 4. Professional Competence Lacang (2007), Reyes (2000), Magno and Sembrano (2007), Minor et al (2002) being dedicated to work, ethical, passionate about work, fair, positive role model, having a sense of integrity 5.…”

An Analysis of Teaching Styles in Primary and Secondary School Teachers based on the Theory of Multiple Intelligences

“…Personal characteristics of a teacher affects his/her teaching performance, effective teaching characteristics and teaching efficacy (Magno and Sembrano, 2008). According to the study conducted by Wu and Alrabah (2009), it was found that the Multiple Intelligence (MI) profile of an individual is very well related to their specific learning styles.…”