TEACHING EFFECTIVENESS: A UNIVERSITY STUDENTS’ PERSPECTIVE

Authors

  • Fouzia Ajmal, Rukhsana Durrani, Noor Mohammad

DOI:

https://doi.org/10.52337/pjer.v4i4.332

Abstract

Teaching indeed requires professional competence and core pedagogical skills to realize the strengths and weaknesses of the students with individual differences, learning styles and multiple personality types. Teachers deal with students’ mix ability and needs in different ways, however, the term “teaching effectiveness” is denoted as the capability, competency, or behavioral characteristic that teachers may possess and utilize to achieve the set teaching goals. According to Geo, Bell, & Little (2008), the measurement of such capability or characteristics of effectiveness is debatable as the roles of effective teacher are not adequately and precisely comprehended at broader level. However, teacher’s class management skill, building relationships with stakeholders i.e., students and parents, expertise in the subject area, professionalism, way of teaching and his/ her personality type are different aspects of the teacher effectiveness were considered. The data were collected using self-developed questionnaire based on the identified variables of the study. This questionnaire is used to measure different dimensions of effective teacher at higher education level. The respondents of the study were 115 students of BS programs enrolled in different universities of Islamabad. The data analysis was done by descriptive statistics using mean. The analysis depicted that the students rated their teachers with high mean score and according to their views, teachers have sound personalities, have good knowledge of the subject, and maintain satisfactory classroom environment. The teachers may try to know the concerns of students and may respond to queries of students in a better way.

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Published

2021-12-31

How to Cite

Fouzia Ajmal, Rukhsana Durrani, Noor Mohammad. (2021). TEACHING EFFECTIVENESS: A UNIVERSITY STUDENTS’ PERSPECTIVE. Pakistan Journal of Educational Research, 4(4). https://doi.org/10.52337/pjer.v4i4.332