Search
  Advanced Search
 
Journal search
Journal cover: International Journal of Educational Management

International Journal of Educational Management

ISSN: 0951-354X

Online from: 1987

Subject Area: Education

Content: Latest Issue | icon: RSS Latest Issue RSS | Previous Issues

Options: To add Favourites and Table of Contents Alerts please take a Emerald profile

Icon: .Table of Contents.Next article.Icon: .

Total teacher effectiveness: new conception and improvement


Document Information:
Title:Total teacher effectiveness: new conception and improvement
Author(s):Yin Cheong Cheng, (Centre for Research and Development, The Hong Kong Institute of Education, Hong Kong)
Citation:Yin Cheong Cheng, (1996) "Total teacher effectiveness: new conception and improvement", International Journal of Educational Management, Vol. 10 Iss: 6, pp.7 - 17
Keywords:Effectiveness, Improvement, Learning styles, Outcomes, Teachers
Article type:Research Paper
DOI:10.1108/09513549610151659 (Permanent URL)
Publisher:MCB UP Ltd
Abstract:Based on the traditional conception of teacher effectiveness, proposes three strategies for improving it: short-term, long-term and dynamic strategies. Argues that the dynamic strategy is preferable, but that all of them have strong limitations because they ignore the complexity of teacher effectiveness and narrow the concept to the individual teacher, particularly in a classroom context. Proposes a new conceptual framework of total teacher effectiveness, whereby the total quality of the teacher competence layer contributes to the total quality of the teacher performance layer and the latter contributes to the total quality of the student learning experience layer and then to the quality of the student learning outcomes layer. Explains that the framework suggests a holistic approach to improving teacher effectiveness with the emphasis on the improvement of whole layers of teacher competence and performance instead of fragmentary improvement of teaching behaviour. Advises that in order to ensure total layer quality and maximize teacher effectiveness, a congruence development cycle should be established within the teacher layers to ensure congruence and pursue total teacher effectiveness. Suggests that the proposed conceptual framework can provide a new direction for studying and improving teacher effectiveness in particular and school effectiveness in general.



Fulltext Options:

Login

Login

Existing customers: login
to access this document

Login


- Forgot password?
- Athens/Institutional login

Purchase

Purchase

Downloadable; Printable; Owned
HTML, PDF (70kb)Purchase

To purchase this item please login or register.

Login


- Forgot password?

Recommend to your librarian

Complete and print this form to request this document from your librarian


Marked list


Bookmark & share

Reprints & permissions