Assessing teacher effectiveness in India: overview and critical appraisal

Rajput, J. S.; Walia, K.

doi:10.1007/bf02737785

Cited by 11 publications

(6 citation statements)

References 2 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…As discussed initially, the quality of teachers in the Indian education system is a matter of concern (Rajput and Walia, 1998). Given the importance of teachers in building the future of the nation, it is essential that all attempts are made to ensure that teachers are effective, and are able to influence student learning to the best possible extent.…”

Section: Discussionmentioning

confidence: 99%

Teacher effectiveness through self-efficacy, collaboration and principal leadership

Sehgal¹,

Nambudiri

Mishra

2017

IJEM

View full text Add to dashboard Cite

Purpose Teacher effectiveness has been a matter of concern not only for the parents and students but also for the policy makers, researchers, and educationists. Drawing from the “self-efficacy” theory (Bandura, 1977), the purpose of this paper is to explore the relationship between teacher self-efficacy and teacher effectiveness. In addition, it explores the role of collaboration among teachers and principal leadership in explaining the above relationship. Design/methodology/approach Data were collected from 575 secondary school teachers and 6,020 students representing grade 6-12th from 25 privately owned schools in India. Teacher self-efficacy, collaboration and principal leadership were reported by the teachers whereas effectiveness of each teacher was captured from around ten students each who were taught by the corresponding teacher. Data were analyzed using SEM-PLS. Findings Results confirmed a positive association between teacher self-efficacy and the three dimensions of teacher effectiveness, namely, teacher’s delivery of course information, teacher’s role in facilitating teacher-student interactions, and teacher’s role in regulating students’ learning. Results also confirmed that both collaboration and principal leadership are positively related to teacher self-efficacy. Originality/value The results of the study indicate that schools need to focus on enhancing self-efficacy of their teachers and give importance to teacher collaboration and principal leadership in order to improve their effectiveness in terms of delivery of instruction, teacher-student interactions, and regulating student learning.

show abstract

Section: Discussionmentioning

confidence: 99%

Teacher effectiveness through self-efficacy, collaboration and principal leadership

Sehgal¹,

Nambudiri

Mishra

2017

IJEM

View full text Add to dashboard Cite

show abstract

“…While there is a long history of training teachers in India (Rajput and Walia, ; Walia, ), the new challenges presented by legislation requiring the deployment of more inclusive approaches to teaching and learning have heightened awareness of the need for changes in the ways in which teachers are prepared and supported throughout their professional lives (Saravanabhavan and Saravanabhavan, ; Bordoloi, ). In a country characterised by its diversity of languages, cultures and geography, and where socio‐economic conditions vary greatly both across and within states, it is not surprising that an uneven pattern of educational provision and access has emerged.…”

Section: Inclusive Education In India: the Current Contextmentioning

confidence: 99%

Collaboration across cultures: planning and delivering professional development for inclusive education in India

Rose¹,

Doveston²

2015

Support for Learning

View full text Add to dashboard Cite

In recent years a number of western universities have established professional development courses in international contexts. These have often involved tutors travelling to countries with which they may have previously had little contact, in order to deliver courses that have been long established in their own universities. This article discusses some of the challenges of working in international contexts, and suggests that respectful professional development must be founded upon equitable partnerships that involve local colleagues. It is suggested that time needs to be invested in understanding national and local initiatives in order to place these within the context of international developments, and that knowledge of local schools and resources is essential to the effective development and delivery of courses. The article is based upon the experiences of tutors from the UK who have been working alongside colleagues from India in the delivery of professional development over many years, and more recently in the management of an MA programme in Special and Inclusive Education in Bangalore.

show abstract

“…Each year an annual performance report is prepared by the principals, including a self-appraisal section filled up by the teachers and endorsed by their superiors. Besides, the appraisals are conducted by block-level officers and panel inspection teams (Rajput & Walia, 1998). The World Bank Scheme, i.e., Sarva Shiksha Abhiyan (Education for All) requires monitoring teachers' performance filled up by Cluster Resource Centre (CRC) or Block Resource Centre (CRC).…”

Section: ) Indian Appraisal Systemmentioning

confidence: 99%

School Principals' Informal Criteria in Assessing Their Teachers: A Comparative Study

Lahiri

Yariv²,

Butnaru

2022

EJEDU

View full text Add to dashboard Cite

Teacher appraisal is a necessary tool to manage staff, hire new candidates, and develop senior members. Principals use formal quantitative tools that reflect the competitive social environments in which schools operate. This study explores school principals' informal attitudes regarding the personal and professional traits they believe teachers should have or not have. Following Yariv's (2009) study we compare heads in four countries – Botswana, Romania, India, and Israel. Within a non-random convenience sampling, we held a short telephone interview (or written questionnaire) with 132 elementary and high school principals. The two most preferred traits in the entire sample were high motivation and accountability. As it turns out, school principals are less impressed by traits like professionalism or honesty. The two least preferred traits are the poorly motivated teachers and those who lack professional values and conduct. Phi and Cramer’s V test indicated a significant association between nationality and the traits of effective and ineffective teachers. The discussion analyzes the hierarchy of considerations principals maintain and the central role of the common characteristics of principalship upon national and cultural influences.

show abstract

Assessing teacher effectiveness in India: overview and critical appraisal

Cited by 11 publications

References 2 publications

Teacher effectiveness through self-efficacy, collaboration and principal leadership

Teacher effectiveness through self-efficacy, collaboration and principal leadership

Collaboration across cultures: planning and delivering professional development for inclusive education in India

School Principals' Informal Criteria in Assessing Their Teachers: A Comparative Study

Contact Info

Product

Resources

About