The Dynamics of an Effective English Teacher Quality as Perceived by English as Foreign Language Teachers

Abstract

A large body of research investigated teachers' preference regarding teacher qualities in the first or second language settings. However, little is known about the unique qualities of an English teacher in a foreign language context. This study investigated the perceptions of 44 English instructors regarding the best qualities of an effective English teacher and examined if the participants' education level affects their perceptions using a questionnaire at Bahir Dar University, Ethiopia. The results were statistically analyzed based on three themes defining teacher quality: the socio-affective skills, content knowledge or linguistic knowledge and pedagogical knowledge. While the results revealed both congruent perceptions and differing concerns, an overwhelming majority of the participants valued the linguistic quality of an effective English teacher most. The results also revealed MA instructors' limited perception regarding the pedagogical skill although its effectiveness is reiterated in the literature. Apart from differing in their perceptions regarding the value of pedagogical knowledge, the education level didn't potentially affect participants' perception about what they felt an effective EFL teacher needs to possess regarding the two nominated themes in this study. The study suggests that the benefits of the three qualities of an English teacher should be entirely taken together to enhance student learning. The pedagogical and research implications of the results were presented.