Sixth‐formers' Perceptions of the Effective Teacher of Mathematics at ‘O’ Level

Abstract

One hundred and ninety-four first-year sixth-form college pupils completed a questionnaire in which they were asked to rate 38 teacher characteristics according to the extent to which they perceived each of the characteristics to be associated with the effective teacher of mathematics at 'O' level. A specific criterion of teacher effectiveness was employed: pupil success at 'O' level. The characteristics with the highest mean ratings were 'explains points clearly and at pupils' level', 'is confident and at ease when teaching' and 'pays attention to revision and examination technique'. A principal components analysis of the ratings identified five factors which were labelled: 'positive rapport ', 'monitoring progress', 'aloof discipline', 'exam oriented' and 'enthusiast'. The similarities and differences of the findings here with those reported in earlier studies using the same questionnaire with heads of mathematics departments in secondary schools and PGCE students are discussed, and the relationship between these findings and research elsewhere is explored.

Teacher organizational citizenship behaviours and job efficacy: Implications for student quality of school life

“…Thus, SQSL is a multifaceted conceptualization of students' satisfaction with their schooling and is analogous to client satisfaction measures used in other human service industries, like medicine and nursing (e.g., Aharony & Strasser, 1993; Garman, Corrigan, & Morris, 2002; Leiter, Harvie, & Frizzell, 1998). Students' perceptions of their schooling have been shown to be important indicators of teacher and school effectiveness (e.g., Kyriacou, 1986; Leonard, Bourke, & Schofield, 2004; McKelvey & Kyriacou, 1985; Miskel, McDonald, & Bloom, 1983). Not surprisingly, younger students' satisfaction with their schooling has been shown to be determined largely by classroom experiences (Verkuyten & Thijs, 2002).…”