Effects of Teachers’ Non-cognitive Skills on Students Achievements in the Educational System: Implications for Teacher Training Programmes in Botswana

Abstract

ABSTRACT----The training of teachers in institutions of higher learning emphasises on the knowledge of the subject matter and pedagogical skills or teaching methodologies. These are cognitive skills a teacher should possess for effective teaching in the educational system. But recently non-cognitive skills have been identified or suggested as also having an impact on learning outcomes. This research study examined the effect of teachers' non-cognitive skills on students' achievements in the educational system as perceived by students. A questionnaire was developed and administered to a sample of three hundred (300) 2016 fresh undergraduate students at BA ISAGO University, who had just finished from different Senior Secondary Schools in Botswana. The undergraduate students' responses were subjected to Factor analysis. From the factor analysis, six (6) factors emerged with eigen values greater than one as the most important non-cognitive skills that Botswana teachers should possess which were as follows; Perseverance, Accommodating, Efficiency, Caring, Consideration and motivational skills that were perceived as teachers should possess for effective academic achievements by students. The undergraduate students' responses were also tested for significance with respect to gender and school location of students. Recommendations were made for the Botswana educational system and also implications for teacher training programmes in Botswana.

The Impact of Teacher Questioning on Creating Interaction in EFL: A Discourse Analysis

“…According to Dalton-Puffer (2007), instructions that include posing verbal questions during lessons are more effective in producing achievement gains than instructions carried out without questioning. The research indicates that verbal questioning is a teaching method that classroom teachers use to involve students in classroom discussion and promote more interaction (Adedoyin, 2015). Foreign language teachers focus primarily on facilitating student learning and the acquisition of another language.…”