ARTICLE

IMPACT OF TEACHER PROFESSIONAL CHARACTERISTICS ON STUDENTS ACADEMIC ACHIEVEMENT AT SECONDARY SCHOOL LEVEL

  1. HOME
  2. ARTICLE

11 Pages : 102-110

http://dx.doi.org/10.31703/gesr.2021(VI-IV).11      10.31703/gesr.2021(VI-IV).11      Published : Dec 2021

Impact of Teacher Professional Characteristics on Students’ Academic Achievement at Secondary School Level

Abstract

    This research paper investigated the effect of teachers' professional characteristics on students' academic achievement in secondary schools of district Bannu. The population of the study constituted all public secondary schools of district Bannu. For a collection of data and generalization of results, 600 respondents were taken as a sample. The sample was drawn by using the Stratified Random Sampling technique. For data collection, a self-developed questionnaire was used. For students' academic achievement self-developed Achievement test was used. The data was analyzed by using Linear Regression. The results show those secondary school teachers' professional characteristics such as teacher subject knowledge, teaching prowess, teacher-student relationship, and communication skills are significant predictors of students' academic achievement.

    Academic Achievement, Characteristics, Teacher, Profession

    (1) Abid Khan
    Ph.D. Scholar, Institute of Education and Research, University of Science and Technology Bannu, KP, Pakistan.
    (2) Rahmatullah Shah
    Associate Professor, Institute of Education and Research, University of Science and Technology Bannu, KP, Pakistan.
    (3) Gulap Shahzada
    Associate Professor, Institute of Education and Research, University of Science and Technology Bannu, KP, Pakistan.
Fulltext PDF

References

  • Aaronson, D., Barrow, L., & Sander, W. (n.d.). Teachers and student achievement in the Chicago public high schools. (2007). Journal of Labor Economics, 25(1), 95-135.
  • Australian Council of Professions. (2004). About Professions Australia: Definition of a Profession.
  • Aydin, I. (2016). Yonetsel Mesleki ve Orgutsel Etik (Managerial Professional and Organizational Ethics). Ankara: PegemA Yayincilik. Bakioglu.
  • Bakioglu, A. (2014). Egitim Bilimine Giris (Introduction to Educational Science). (Ed.). Ankara: Nobel.
  • Baumert, J., Kunter, M., Blum, W., Brunner, M., Voss, T., Jordan, A., & Tsai, Y.M. (2010). Teachers' mathematical knowledge, cognitive activation in the classroom, and student progress. American Educational Research Journal, 47(1), 133-180.
  • Boone, T. (2001). Constructing a Profession' Professionalization of Exercise Physiology online: An international electronic journal for exercise physiologists, 4(5) May, ISSN 1099
  • Bryan, A., & Garner. (2004). Black's Law Dictionary.
  • Bull, B. L. (1988). The Nature of Teacher Autonomy. Revision of Paper Presented at the Annual Meeting of the American Educational Research. ERIC.
  • Celikten, M., Sanal, M., & Yeni, Y. (2005). Ogretmenlik Meslegi ve Ozellikleri (Teaching Profession and Characteristics). Erciyes Universitesi Sosyal Bilimler Enstitusu Dergisi, 19(2), 207-237.
  • Cochran-Smith, M., & Zeichner, K. (2005). Studying Teacher Education: The Report of the AERA Panel on Research and Teacher Education. Mahwah, NJ: Lawrence Erlbaum Associates, Inc.
  • Clotfelter, C. T., Ladd, H. F., & Vigdor, J. L. (2007). Teacher credentials and student achievement: Longitudinal analysis with student fixed effects. Economics of Education Review, 26, 673- 682.
  • Cochran-Smith, M. (2006). Ten promising trends and three big worries. Educational Leadership, 63(6), 20-25.Ferguson, R. (1991). Paying for Public Education: New evidence on how and why money matters. Harvard Journal of Legislation, 28, 465-498.
  • Darling-Hammond, L. (2014). Strengthening clinical preparation: The holy grail of teacher education. Peabody Journal of Education, 89(4), 547-561.
  • Darling-Hammond, L. (2006). Powerful teacher education: Lessons from exemplary programs. San Francisco, CA: Jossey-Bass.
  • Darling-Hammond, L. (2000). Teacher quality and student achievement: A review of state policy evidence. Education Policy Analysis Archives, 8(1).
  • Đigic, Gordana. Upravljanje razredom: savremeni pristup psihologiji nastavnika. NiÅ¡: Folozofski fakultet, 2017. https://izdanja.filfak.ni.ac.rs/monografije/2 017/upravljanje-razredom- savremenipristup-psihologiji-nastavnika.
  • Dogan, M. C. (2003). Turkiye'de Ogretmenlik Mesleginin Sorunlari ve Ogretmen Adaylarinin Meslege Iliskin Goruleri (Relating to the Profession of Teaching Profession eyesight problems and Teachers in Turkey). Istanbul: Burak yayinlari.
  • Faridah. (2018). Pengaruh Sertifikasi dan Komitmen terhadap kinerja guru melalui motivasi kerja. Universitas Wijaya Putra Surabaya.
  • Farrell, T. S. C. (2015). It's not who you are! It's how you teach! Critical competencies associated with effective teaching. RELC Journal, 46(1), 79-88. doi:10.1177/0033688214568096.
  • Goe, L. (2007). The link between teacher quality and student outcomes: A research synthesis. Washington, DC: National Comprehensive Center for Teacher Quality.
  • Hattie, J. A. (2009). Visible learning: A synthesis of 800 meta-analyses on achievement. Abingdon: Routledge.
  • Juman, & Tom. (2001). Principal vision, environmental robustness and the teacher sense of autonomy at the high school. ERIC.
  • Kaur, S., & Sachdeva, R. (2013). Organizational Role Stress among Elementary Teachers in relation to gender. Edu Tracks: A Monthly scanner of trends in education. 12(12),
  • Kareem, J., & Ravirot, B. (2014). A Study on the Self-Concept of Teachers Working in Government, Aided and Unaided Colleges in Bangalore. The IUP Journal of Organizational Behavior, XIII(1), 61-70.
  • Kuzgun, Y. (2000). Meslek danismanligi (Occupational counseling ). (2nd Edition) Ankara:Dogus Matbaacilik.
  • Kubacka, K. (2016). Why teacher professionalism matters. Retrieved on 26th March, 2018. http://oecdeducationtoday.blogspot.co m.ng/2016/02/why-teacher professionalism matters.html?m=1
  • Muijs, D., Kyriakides, L., van der Werf, G., Creemers, B., Timperley, H., & Earl, L. (2014). State of the art Teacher effectiveness and professional learning. School Effectiveness and School Improvement, 25(2), 231-256.
  • Marzano, R. J., & Marzano, J. S. (2003)
  • Mafakheri, K. (2016). The Relationship between English Language Teachers' Lifelong Learning Competence and their Beliefs on Continuing Professional Development. [Master'sthesis, Shahid Rajaee Teacher Training University], Tehran, Iran.
  • OECD. (2005). Teachers matter. Attracting, developing and retaining effective teachers. Overview.
  • Orlando, M. (2013). Nine Characteristics of a Great Teacher. Faculty Focus: Higher Ed. Teaching Strategies from Magna Publications.
  • Rivkin, S. G., Hanushek, E. A., & Kain, J. F. (n.d.). Teachers, schools, and academic achievement. (2005). Econometrica, 73(2), 417-458.
  • Rockoff, J. E. (2004). The impact of individual teachers on student achievement: Evidence from panel data. The American Journal of Economic Review, 94(02), 247-252.
  • Scheerens, J., & Blömeke, S. (2016). Integrating teacher education effectiveness research into educational effectiveness models. Educational Research Review, 18, 70 -87.
  • Scheerens, J. (2016). Educational effectiveness and ineffectiveness. A Critical Review of the Knowledge Base, (2016, 389.
  • Steele, N. A. (2010). Three characteristics of effective teachers. MENC: The National Association for Music Education, 27(2), 71- 78. doi:10.1177/8755123310361769.
  • Walker, R. J. (2020). 12 Characteristics of an Effective Teacher. Lulu. com.
  • Wayne, A. J., & Youngs, P. (2003). Teacher characteristics and student achievement gains: A review. Review of Educational Research, 73, 89 -122

Cite this article

APA

    APA : Khan, A., Shah, R., & Shahzada, G. (2021). Impact of Teacher Professional Characteristics on Students’ Academic Achievement at Secondary School Level. Global Educational Studies Review, VI(IV), 102-110. https://doi.org/10.31703/gesr.2021(VI-IV).11

CHICAGO

    CHICAGO : Khan, Abid, Rahmatullah Shah, and Gulap Shahzada. 2021. "Impact of Teacher Professional Characteristics on Students’ Academic Achievement at Secondary School Level." Global Educational Studies Review, VI (IV): 102-110 doi: 10.31703/gesr.2021(VI-IV).11

HARVARD

    HARVARD : KHAN, A., SHAH, R. & SHAHZADA, G. 2021. Impact of Teacher Professional Characteristics on Students’ Academic Achievement at Secondary School Level. Global Educational Studies Review, VI, 102-110.

MHRA

    MHRA : Khan, Abid, Rahmatullah Shah, and Gulap Shahzada. 2021. "Impact of Teacher Professional Characteristics on Students’ Academic Achievement at Secondary School Level." Global Educational Studies Review, VI: 102-110

MLA

    MLA : Khan, Abid, Rahmatullah Shah, and Gulap Shahzada. "Impact of Teacher Professional Characteristics on Students’ Academic Achievement at Secondary School Level." Global Educational Studies Review, VI.IV (2021): 102-110 Print.

OXFORD

    OXFORD : Khan, Abid, Shah, Rahmatullah, and Shahzada, Gulap (2021), "Impact of Teacher Professional Characteristics on Students’ Academic Achievement at Secondary School Level", Global Educational Studies Review, VI (IV), 102-110

TURABIAN

    TURABIAN : Khan, Abid, Rahmatullah Shah, and Gulap Shahzada. "Impact of Teacher Professional Characteristics on Students’ Academic Achievement at Secondary School Level." Global Educational Studies Review VI, no. IV (2021): 102-110. https://doi.org/10.31703/gesr.2021(VI-IV).11