Aregamalage Sujeewa Vijayanthi Polgampa, Fang Huang


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.


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efficacy, science teachers, teacher standards


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


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