Smart teachers, successful students? A systematic review of the literature on teachers’ cognitive abilities and teacher effectiveness

Teachers’ Psychological Characteristics, Teacher Effectiveness, and Within-Teacher Outcomes: An Integrative Review

“…Self-efficacy (Bandura, 1997)-defined in relation to teaching as an 'individual's beliefs in their capabilities to perform specific teaching tasks at a specified level of quality in a specified situation' (Dellinger et al, 2008, p. 754)-has come to be the most commonly synthesized motivational factor related to aspects of teacher effectiveness and within-teacher outcomes. For example, the meta-analysis of Aloe and colleagues (2014) focused on in-service teachers' classroom management self-efficacy, and thus, teachers' perceived competency to successfully order and proactively manage disruptions (e.g., Tschannen-Moran & Woolfolk, 2001) and its association with the three burnout components of emotional exhaustion, depersonalization, and lowered personal accomplishments (Maslach et al, 2001).…”

“…For example, the meta-analysis of Aloe and colleagues (2014) focused on in-service teachers' classroom management self-efficacy, and thus, teachers' perceived competency to successfully order and proactively manage disruptions (e.g., Tschannen-Moran & Woolfolk, 2001) and its association with the three burnout components of emotional exhaustion, depersonalization, and lowered personal accomplishments (Maslach et al, 2001). Social cognitive theory proposes that self-efficacy determines numerous stress-related outcomes, such as burn-out (Bandura, 1997). Specifically, student misbehavior and, relatedly, teachers' perceptions of being incapable to effectively deal with disruptive behavior have been pictured as significant factors contributing to burnout (e.g., Chang, 2013), whereas higher levels of classroom management efficacy might act as protective factor in burnout prevention (Aloe et al, 2014).…”

Teams Games Tournament Assisted by Tic Tac Toe Media on the Effectiveness of Students in Learning

“…Teaching is effective when it enables student learning. Bardach (2020:2) defines teacher effectiveness as the effect of high-quality teaching on student achievement. We regard high-quality teaching as a dynamic and interactive process of creating, fostering, adapting, and negotiating a learning environment where all students are supported in activities that have excellent opportunities to enhance learning.…”

New methods and technologies for enhancing usability and accessibility of educational data

“…Whether educational data are collected from collaborative learning environments [ 32 – 34 ], course management systems [ 35 , 36 ], gamified training applications [ 37 , 38 ], or administrative systems from schools and universities [ 39 – 41 ], valuable properties, patterns, and insights often emerge. When combined with other factors such as timing and context, these factors play an important role in understanding how students learn [ 42 ], the settings in which they learn [ 43 ], and the effectiveness of the educational approaches [ 44 ]. Extracting information from data to ultimately turn it into knowledge [ 45 , 46 ] can contribute to draw a more comprehensive picture of student’s learning, which can empower students, parents, and educators as well as education stakeholders and policymakers [ 47 ].…”

“…which they learn [43], and the effectiveness of the educational approaches [44]. Extracting information from data to ultimately turn it into knowledge [45,46] can contribute to draw a more comprehensive picture of student's learning, which can empower students, parents, and educators as well as education stakeholders and policymakers [47].…”