Alanood Mubarak Al-Thani, Latifa A. Aziz A. A. Al-Meghaissib, Mohamed Ragab Abdelhakeem Ali Nosair


Effective teaching (ET) has recently drawn attention within higher educational intuitions owing to the need for greater accountability, and high quality learning outcomes.  The present study investigated Qatar University faculty member’s (QUFM) perception of ET, characteristics, practices, and impediment, by assembling data from a cluster sample of 75, using a quantitative approach. The methodology that was utilized took the form of five research questions were answered using a basic descriptive and inferential statistical approach. Results indicate that; 52% of QUFM consider the ET term is ambiguous that means 48% of QUFM population are not contributing in fulfilling the adapted strategy of education and learning excellency, which is based on achieving ET. Moreover, the data revealed that 57.14% of QUFM’s instructional knowledge is not at the acceptable rate. Finally, the results suggested that further training in implementing ET concepts is required for most academic staff.


Article visualizations:

Hit counter


effective teaching; teaching effectiveness; higher education instruction; teacher perception of teaching


Alemu, B. M. (2014). Enhancing the quality and relevance of higher education through effective teaching practices and instructors’ characteristics. Universal Journal of Educational Research, 2(9), 632–647. Retrieved from http://0-search.proquest.com.mylibrary.qu.edu.qa/docview/1697505092?accountid=13370

Al-Ghazo, A. M. (2008). Technology integration in university teachers’ education programs in Jordan: Comparisons of competencies, attitudes and perceptions toward integrating technology in the classroom. Doctoral dissertation, Southern Illinois University at Carbondale.

Aliakbari, M., & Heidarzadi, M. (2015). The relationship between EFL teachers’ beliefs and actual practices of classroom management. Cogent Education, 2(1), 1039255. doi:10.1080/2331186X.2015.1039255

Ambrosino, R., & Peel, J. (2011). Faculty development programs: Assessing the impact on instructional practices, and student learning and motivation. Journal of Faculty Development, 25(2), 33–38. Retrieved from http://0-search.proquest.com.mylibrary.qu.edu.qa/docview/1037691249?accountid=13370

Beckerman, N. L. (2010). Teaching the teachers. Academe, 96(4), 28–29.

Beran, T. N., & Rokosh, J. L. (2009). Instructors’ perspectives on the utility of student ratings of instruction. Instructional Science: An International Journal of the Learning Sciences, 37(2), 171–184. Retrieved from http://0-search.proquest.com.mylibrary.qu.edu.qa/docview/304898902?accountid=13370

Borich, G. D. (2010). Observation skills for effective learning (6th ed.). Upper Saddle River, NJ: Prentice Hall.

Chang, T.-S., McKeachie, W., & Lin, Y.-G. (2010). Faculty perceptions of teaching support and teaching efficacy in Taiwan. Higher Education, 59(2), 207–220. doi:10.1007/s10734-009-9243-8

Davidovitch, N., & Soen, D. (2006). Using students’ assessments to improve instructors’ quality of teaching. Journal of Further & Higher Education, 30(4), 351–376. doi:10.1080/03098770600965375

Devlin, M., & Samarawickrema, G. (2010). The criteria of effective teaching in a changing higher education context. Higher Education Research & Development, 29(2), 111–124. doi:10.1080/07294360903244398

Downing, A. (1994, July). An investigation of the advance organizer theory as an effective teaching model. Paper presented at the Annual Meeting of the Australian Teacher Education Association, Brisbane.

Doyle, T. (2004). Evaluating teacher effectiveness: Research summary. Retrieved January 8, 2015from http://learnercenteredteaching.wordpress.com/articles-and-books/evaluating-teacher-effectiveness-%E2%80%94research-summary/

Doyle, K. O., & Whitely, S. (1978). Dimensions of effective teaching: Factors or artefacts?

Educational and Psychological Measurement, 38, 107—117.

Ertmer, P. A., Ottenbreit-Leftwich, A. T., Sadik, O., Sendurur, E., & Sendurur, P. (2012). Teacher beliefs and technology integration practices: A critical relationship. Computers & Education, 59(2), 423–435. doi:10.1016/j.compedu.2012.02.001

Guskey, T. R. (1988). Bloom’s mastery learning and Hunter’s mastery teaching: Complement or conflict.

Harbour, K. E., Evanovich, L. L., Sweigart, C. A., & Hughes, L. E. (2015). A brief review of effective teaching practices that maximize student engagement. Preventing School Failure, 59(1), 5–13. doi:10.1080/1045988X.2014.919136

Hativa, N., Barak, R., & Simhi, E. (1999). Expert university teachers: Thinking, knowledge and practice regarding effective teaching behaviors. Retrieved from http://0search.proquest.com.mylibrary.qu.edu.qa/docview/62482348?accountid=1 3370Hativa, N., Barak, R., & Simhi, E. (2001). Exemplary university teachers: Knowledge and beliefs regarding effective teaching dimensions and strategies. The Journal of Higher Education, 72(6), 699–729. doi:10.2307/2672900

Hayes, D. (2006). Effective teaching: an elusive concept. Teacher Development, 10(1), 43–54. doi:10.1080/13664530600587196

Hill, L. H. (2014). Graduate students’ perspectives on effective teaching. Adult Learning, 25(2), 57–65. doi:10.1177/1045159514522433

Inprasitha, M., & Changsri, N. (2014). Teachers’ beliefs about teaching practices in the context of lesson study and open approach. Procedia: Social and Behavioral Sciences, 116, 4637–4642. doi:10.1016/j.sbspro.2014.01.999

Isbell, L., & Szabo, S. (2015). Assessment: Teacher efficacy and response to intervention. Delta Kappa Gamma Bulletin, 81(2), 41–46.

Jha, A., & Singh, I. (2012). Teacher effectiveness in relation to emotional intelligence among medical and engineering faculty members. Europe’s Journal of Psychology, 8(4), 667–685. doi:10.5964/ejop.v8i4.483

Jinkens, R. C. (2015). Accounting faculty who don’t use effective teaching methods. Journal of Higher Education Theory and Practice, 15(6), 27–37.

Kalra, V., Negi, G., & Chauhan, V. D. (2015). Comparison of two formats for student evaluation of teacher effectiveness. International Journal of Applied & Basic Medical Research, 5, S35–S37. doi:10.4103/2229-516X.162267

Kim, C., Kim, M. K., Lee, C., Spector, J. M., & DeMeester, K. (2013). Teacher beliefs and technology integration. Teaching & Teacher Education, 2976–2985. doi:10.1016/j.tate.2012.08.005

Ko, J., & Sammons, P. (2013). Effective teaching: A review of research and evidence. Reading: CfBT Education Trust.

Komos, M. C. (2011). Adjunct faculty members’ views on effective college teaching: A case study. Doctoral dissertation, Northern Illinois University.

Lattuca, L. R., Bergom, I., & Knight, D. B. (2014). Professional development, departmental contexts, and use of instructional strategies. Journal of Engineering Education, 103(4), 549–572. doi:10.1002/jee.20055

Liu, L., Jones, P. E., & Sadera, W. A. (2010). An investigation on experienced teachers’ knowledge and perceptions of instructional theories and practices. Computers in the Schools, 27(1), 20–34. doi:10.1080/07380560903536256

Lloyd, N. J., Lewthwaite, B. E., Osborne, B., & Boon, H. J. (2015). Effective teaching practices for Aboriginal and Torres Strait Islander students: A review of the literature. Australian Journal of Teacher Education, 40(11).

Lumpkin, A., & Multon, K. (2013). Perceptions of teaching effectiveness. The Educational Forum, 288–299. doi:10.1080/00131725.2013.792907

Lunenberg, M., & Korthagen, F. (2009). Experience, theory, and practical wisdom in teaching and teacher education. Teachers and Teaching, 15(2), 225–240. doi:10.1080/13540600902875316

Magsuga-Gage, A. S., Simonsen, B., & Briere, D. E. (2012). Effective teaching practices that promote a positive classroom environment. Beyond Behavior, 22(1), 1–11.

Major, C., & Palmer, B. (2002). Faculty knowledge of influences on student learning. Peabody Journal of Education, 77(3), 138–162.

Matney, M. M. (2001). Institutional and departmental factors influencing faculty adoption of innovative teaching practices. Doctoral dissertation, University of Michigan, Ann Arbor.

Maynes, N., & Hatt, B. E. (2012). Shifting the focus to student learning: Characteristics of effective teaching practice as identified by experienced pre-service faculty advisors. Brock Education, 22(1).

McNaughton, S., Lai, M., MacDonald, S., & Farry, S. (2004). Designing more effective teaching of comprehension in culturally and linguistically diverse classrooms in New Zealand. Australian Journal of Language and Literacy, 27(3), 184–197.

Minor, L. C., Onwuegbuzie, A. J., Witcher, A. E., & James, T. L. (2002). Preservice teachers’ educational beliefs and their perceptions of characteristics of effective teachers. The Journal of Educational Research, 96(2), 116–127. doi:10.1080/00220670209598798

Myers, S. A., Goodboy, A. K., & Members of COMM 600. (2014). College student learning, motivation, and satisfaction as a function of effective instructor communication behaviors. Southern Communication Journal, 79(1), 14–26. doi:10.1080/1041794X.2013.815266

Nelson Laird, T., Garver, A., & Niskodé-Dossett, A. (2011). Gender gaps in collegiate teaching style: Variations by course characteristics. Research in Higher Education, 52(3), 261–277. doi:10.1007/s11162-010-9193-0

Qtami, Naifh. (2004).مهارات التدريس الفعال [Effective teaching skills] (1st ed.). Amman: Dar Alfker.

Regan, K., & Berkeley, S. (2012). Effective reading and writing instruction: A focus on modeling. Intervention in School and Clinic, 47(5), 276–282. doi:10.1177/1053451211430117

Scott, D. E. (2015). The nebulous, essential dimensions in effective university teaching: The ethic of care and relational acumen. Journal of University Teaching and Learning Practice, 12(2), article 9.

Scott, D. E., & Scott, S. (2015). Leadership for quality university teaching: How bottom-up academic insights can inform top-down leadership. Educational Management Administration & Leadership. doi:10.1177/1741143214549970

Seidel, T. (2007(. Teaching effectiveness in the past decade: The role of theory and research design in disentangling meta-analysis results. Review of Educational Research, 77(4), 454–499.

Sidelinger, R. J., Nyeste, M. C., Madlock, P. E., Pollak, J., & Wilkinson, J. (2015). Instructor privacy management in the classroom: Exploring instructors’ ineffective communication and student communication satisfaction. Communication Studies, 66(5), 569–589. doi:10.1080/10510974.2015.1034875

Smith, L. W., & Van Doren, D. C. (2004). The reality-based learning method: A simple method for keeping teaching activities relevant and effective. Journal of Marketing Education, 26(1), 66–74.

Stes, A., Coertjens, L., & van Petegem, P. (2010). Instructional development for teachers in higher education: Impact on teaching approach. Higher Education, 60(2), 187–204. doi:10.1007/s10734-009-9294-x

Stronge, J. H. (2007). Qualities of effective teachers. Alexandria, VA: ASCD.

Sunal, D. W., Hodges, J., Sunal, C. S., Whitaker, K. W., Freeman, L. M., Edwards, L., … Odell, M. (2001). Teaching science in higher education: Faculty professional development and barriers to change. School Science & Mathematics, 101(5), 246–257.

Suryati, N. (2015). Classroom interaction strategies employed by English teachers at lower secondary schools. TEFLIN Journal, 26(2), 247–264. Retrieved from http://0search.proquest.com.mylibrary.qu.edu.qa/docview/1717432611?accountid=13370

Tang, T. L.-P., & Chamberlain, M. (2003). Effects of rank, tenure, length of service, and institution on faculty attitudes toward research and teaching: The case of regional state universities. Journal of Education for Business, 79(2), 103–110. Retrieved from http://0-search.proquest.com.mylibrary.qu.edu.qa/docview/202820848?accountid=13370

Torff, B. (2005). Getting it wrong on threats to teacher quality. Phi Delta Kappan,87(4), 302-305. Retrieved from http://0-search.proquest.com.mylibrary.qu.edu.qa/docview/218477234?accountid=13370

Chang, T.-S., Lin, H.-H., & Song, M.-M. (2011). University faculty members’ perceptions of their teaching efficacy. Innovations in Education & Teaching International, 48(1), 49–60. Retrieved from http://0-search.proquest.com.mylibrary.qu.edu.qa/docview/864939550?accountid=13370

Tuckman, B. W. (1995). Assessing effective teaching. Peabody Journal of Education, (0161956X), 70(2), 127.

Van Huy, N., Dunne, M. P., & Debattista, J. (2013). Modeling predictors of risky drug use behavior among male street laborers in urban Vietnam. BMC Public Health, 13(1), 1–12. doi:10.1186/1471-2458-13-453

Walls, R. T., Nardi, A. H., von Minden, A. M., & Hoffman, N. (2002). The characteristics of effective and ineffective teachers. Teacher Education Quarterly, 29(1), 39–48. Retrieved from http://0-search.proquest.com.mylibrary.qu.edu.qa/docview/62295396?accountid=13370

Wieman, C. (2015). A better way to evaluate undergraduate teaching. Change, 47(1), 6–15. Retrieved from http://0-search.proquest.com.mylibrary.qu.edu.qa/docview/1697493652?accountid=13370

Wray, D., Medwell, J., Fox, R., & Poulson, L. (2000). The teaching practices of effective teachers of literacy. Educational Review, 52(1), 75–84.

Yon, M., Burnap, C., & Kohut, G. (2002). Evidence of effective teaching perceptions of peer reviewers. College Teaching, 50(3), 104–110.

Zhang, L. (2004). Thinking styles: University students’ preferred teaching styles and their conceptions of effective teachers. Journal Of Psychology, 138(3), 233–252. Retrieved from http://0-search.proquest.com.mylibrary.qu.edu.qa/docview/213832870?accountid=13370

Zhao, S. Y., & Bitchener, J. (2007). Incidental focus on form in teacher–learner and learner–learner interactions. System: An International Journal of Educational Technology and Applied Linguistics, 35(4), 431–447.

DOI: http://dx.doi.org/10.46827/ejes.v0i0.307


  • There are currently no refbacks.

Copyright (c) 2018 Alanood Mubarak Al-Thani, Latifa A. Aziz A. A. Al-Meghaissib, Mohamed Ragab Abdelhakeem Ali Nosair

Creative Commons License
This work is licensed under a Creative Commons Attribution 4.0 International License.

Copyright © 2015-2018. European Journal of Education Studies (ISSN 2501 - 1111) is a registered trademark of Open Access Publishing Group. All rights reserved.

This journal is a serial publication uniquely identified by an International Standard Serial Number (ISSN) serial number certificate issued by Romanian National Library (Biblioteca Nationala a Romaniei). All the research works are uniquely identified by a CrossRef DOI digital object identifier supplied by indexing and repository platforms. All authors who send their manuscripts to this journal and whose articles are published on this journal retain full copyright of their articles. All the research works published on this journal are meeting the Open Access Publishing requirements and can be freely accessed, shared, modified, distributed and used in educational, commercial and non-commercial purposes under a Creative Commons Attribution 4.0 International License (CC BY 4.0).