Research On Factors Of Teacher Effectiveness In Senior High School

As one of the key factors of promoting education quality, teachers has gained more and more attention. They are endowed with a new connotation and higher request.It is an old but also a new topic that the enhancement of students need the cooperation of both teachers and students. There are not much special researches on teacher effectiveness in China. The pedagogy field takes more note of teacher professional development, which is the way to higher teacher effectiveness. In other words, teacher effectiveness serves as an available object for teacher professional development.Teacher effectiveness is a kind of skill which embodied by teacher's effective instruction through making use of resource creatively. Teacher effectiveness is related to teacher's subject knowledge, pedagogy knowledge and psychology knowledge and can be shown as the degree of objects' realization.Because of the impact of positivism the instructural researches in the past focused on qualitative researches and the scholars who measured teacher effectiveness with students' scores payed less attention to the real performance of teacher in the classroom .In the middle of 1980's the trend of researches shifted into observation of classroom environment .The design of researches not only takes quantity into consideration but also emphasize qualitative description of student's learning process. Today behaviorism has gradually abandoned by pedagogy theory, which adopted cognitive psychology instead. So more and more scholars appealed that the extend of teacher effectiveness impact students' learning outcomes.Begin with a systematic introduction of researches on teacher effectiveness in other countries, this paper analysises the factors that affect teacher effectiveness by based on the investigation of 5 senior high schools in Shanghai. At the end of this paper, advices are given to the policy makers and teachers.