TEACHERS ARE THE PROPELLERS IN BOLSTERING STUDENTS OUTCOMES: REVIEW OF EFFICACY OF SCIENCE TEACHERS

Aregamalage Sujeewa Vijayanthi Polgampa, Fang Huang

Abstract


The importance of good teachers is no secret. Over the last two decades, research on student achievement has pinpointed the central role of teachers as one of the key propellers referred to in terms of a focus on student outcomes. This review exploits the teacher’s effectiveness and what makes an effective teacher. Classroom management, classroom climate and teaching are the three factors that had statistically significant positive impacts on student academic outcomes. Teachers’ sense of professional identity influences their relative commitment and resilience as well as their capacities to manage variations to sustain their teaching effectiveness. It draws out implications for policymakers in education and for improving classroom practice. In order to improve teacher efficacy, greater subject specific training in theory and practical work, both in pre-service and continuing teacher training programs could be offered. Conclusions are drawn that highly-qualified teachers are still in high demand for boosting student’s motivation for optimum outcome. The findings unraveled in this study that the trend of augmentation in the Sri Lankan science secondary education context is growing at a slow but steady pace and also no significant impacts of teacher training on either teacher or student  thus imply the ineffectiveness of short-term teacher training programmes on teacher and student performance.

 

Article visualizations:

Hit counter

DOI

Keywords


efficacy, science teachers, teacher standards

References


Chaudron, Craig. (1988). Second language classrooms: Research on teaching and learning: Cambridge University Press.

Darling-Hammond, Linda, Amrein-Beardsley, Audrey, Haertel, Edward, & Rothstein, Jesse. (2012). Evaluating teacher evaluation. Phi Delta Kappan, 93(6), 8-15.

DeBoer, George E. (2000). Scientific literacy: Another look at its historical and contemporary meanings and its relationship to science education reform. Journal of research in science teaching, 37(6), 582-601.

Downing, Kevin, Kwong, Theresa, Chan, Sui-Wah, Lam, Tsz-Fung, & Downing, Woo-Kyung. (2009). Problem-based learning and the development of metacognition. Higher Education, 57(5), 609-621.

Edwards, Jeffrey K. (2012). Strengths-based supervision in clinical practice: Sage Publications.

Erikson, Debra. (2012). The practices of critically conscious teachers; exploring the roles of lived experience, teacher preparation and working contexts: University of Illinois at Urbana-Champaign.

Ko, James, & Sammons, Pamela. (2013). Effective Teaching: A Review of Research and Evidence: ERIC.

Kyriakides, Leonidas, Creemers, Bert PM, & Antoniou, Panayiotis. (2009). Teacher behaviour and student outcomes: Suggestions for research on teacher training and professional development. Teaching and teacher education, 25(1), 12-23.

Llewellyn, Douglas. (2005). Teaching high school science through inquiry: A case study approach: Corwin Press.

McKeachie, Wilbert J. (1987). Teaching and Learning in the College Classroom. A Review of the Research Literature (1986) and November 1987 Supplement.

Ramsden, Paul. (1991). A performance indicator of teaching quality in higher education: The Course Experience Questionnaire. Studies in higher education, 16(2), 129-150.

Rowe, Ken. (2004). In good hands? The importance of teacher quality. Educare News: The National Newspaper for All Non-government Schools (149), 4.

Tschannen-Moran, Megan, Hoy, Anita Woolfolk, & Hoy, Wayne K. (1998). Teacher efficacy: Its meaning and measure. Review of educational research, 68(2), 202-248.

The Partnership for 21st Century Skills: Learning for the 21st Century http://www.21stcenturyskills.org/index.php?option=com_content&task=view&id=29&Itemid=42

The Science Program Improvement Review (National Science Teachers Association) - Vision and Expectations http://www.nsta.org/about/initiatives/spir/vision.aspx http://www.nsta.org/about/initiatives/spir

How Students Learn Science in the Classroom http://www.nap.edu/catalog/11102.html#toc




DOI: http://dx.doi.org/10.46827/ejes.v0i0.793

Refbacks

  • There are currently no refbacks.


Copyright (c) 2018 Aregamalage Sujeewa Vijayanthi Polgampa, Fang Huang

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

Copyright © 2015-2023. 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).