Teaching effectiveness is essential in bringing about classroom achievement. Charisma is strongly linked with teaching effectiveness. Huang and Lin (2014) named four factors related to charisma which were utilized in this study. The factors include: 1) character traits, 2) knowledge, 3) humor, and 4) teaching techniques. Using these factors, the proponents aimed to develop an instrument to measure charisma called, Charisma Inventory for teaching effectiveness (CITE). The development of the instrument followed the Development research design that involved two phases. The first phase is the development of the instrument and second phase is the tryout of the instrument. Using the four areas of charisma according to Huang and Lin (2014), a new set of 10 items per area were developed giving a total of 40 items in all. The second phase involved the utilization of the instrument where the teaching effectiveness of an identified faculty was determined through student evaluation. The result of the evaluation revealed that all areas of the identified faculty were outstanding with character traits being the strongest area and teaching techniques being the weakest. The results of the evaluation using the instrument provided insights as to improving classroom practices and addressing classroom achievement. Further tests may be done with the instrument in order to determine some other psychometric characteristics of the developed instrument.
Program evaluation is an inevitable requisite to quality assurance in higher education. Ensuring the public that programs offered by an institution of higher learning is a must and should be observed to maintain the standards and meet the demands of the public. In teacher education, practice teaching program is a common feature of teacher education programs in the country. Practice Teaching is commonly the terminal program undergone by pre-service teachers and is considered to be one of the most crucial programs of soon-to-be teachers. It is the aim of the current study to evaluate the midterm implementation of the practice teaching program in an institution with the aim of looking for areas of improvement and best practices. The study involved the use of Context-Input-Process-Product (CIPP) as an evaluation model to achieve its aim. Evaluators of the program include 1 administrator, 4 supervising instructors, 14 student-teacher leaders and 640 student teachers. The results of the study revealed that all areas of evaluation had an overall mean equivalent to an interpretation of very good. The context area received the highest evaluation (Mean = 3.99 0.18) while the input area had the lowest evaluation (Mean = 3.82 0.23). The results of the study provided inputs to better examine the practices in the program in the quest for further improvements. The results of the program served as an input for the members of the institution to recalibrate their efforts towards better implementation of the program.
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