The relationship between teachers’ factors and effective teaching

Abstract

This study aims to examine the relationship between three teachers’ factors that’s teaching experiences, type of school performing and attendance of professional development course towards effective teaching among secondary school teachers in Johor, Malaysia. A total of 322 secondary school teachers from Malaysia involved in this study. The instrument used in this study was a set of questionnaire which combined Charlotte Danielson (2007) and James H Stronge (2007) models. This quantitative study utilized survey method with stratified random sampling. Teachers’ factors were tested through correlation and multiple regression analysis. The finding indicate that there are significant positive correlation between three teachers factors (teaching experiences, type of school performing and attendance of professional development course) towards secondary school teachers’ effective teaching. Highest relationship towards effective teaching is attendance of professional development course (r=.676, p<.05), following by teaching experience (r=.621, p<.05) and type of school performing shows least relationship (r=.193, p<.05). Besides, the regression model indicates a predictive significance by teachers’ factors towards effective teaching. Hence, the findings support the conclusion that the selected factors are predictors of secondary school teachers’ effective teaching. This study revealed the importances of professional development course and teaching experience compare with type of school performing. Teacher needs to always continue upgrade ourselves for practising teaching effectively. These findings also have implications for secondary school teachers and administrators to reflect and broaden the views towards effective teaching.