CURRENT APPROACHES AND NEW RESEARCH IN
MODERN SCIENCES
International scientific-online conference
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SKILLS THAT MAKE TEACHERS EFFECTIVE
Ibragimova Shakhlo Zavkiyevna
Head English teacher at the First Academic Lyceum of the Tashkent State
University of Economics
https://doi.org/10.5281/zenodo.13744406
Abstract
The effectiveness of teachers is pivotal in shaping the educational
landscape, influencing student achievement and engagement. This paper
explores the essential skills that constitute effective teaching practices, drawing
on qualitative and quantitative research methodologies. Through observational
data and surveys, key competencies such as communication, classroom
management, subject knowledge, and emotional intelligence were identified as
fundamental attributes. The findings highlight varying degrees of effectiveness
tied to the cultivation of these skills and emphasize the implications for teacher
training and professional development.
Keywords
Effective teaching, teacher skills, classroom management, communication,
educational outcomes, professional development, emotional intelligence.
Introduction
Education serves as the backbone of societal development, with teachers playing
a critical role in delivering quality education and nurturing future generations.
The effectiveness of a teacher can significantly affect student learning outcomes,
retention rates, and overall classroom environment. While subject knowledge is
foundational, it is the amalgamation of various interpersonal, pedagogical, and
organizational skills that defines a truly effective educator. This study intends to
identify and analyze the core skills that contribute to effective teaching models,
offering insights that can enhance teacher training and professional
development programs.
Materials and Methods
This research utilized a mixed-method approach combining both qualitative and
quantitative techniques. The primary tools for data collection included surveys
administered to a diverse group of teachers and observational assessments
conducted in classroom settings across various educational institutions.
Participants
The participants included 100 teachers from elementary and secondary
education backgrounds, selected through purposive sampling to represent a
range of disciplines, experience levels, and geographical locations.
CURRENT APPROACHES AND NEW RESEARCH IN
MODERN SCIENCES
International scientific-online conference
38
Observational Tools
A structured observation checklist was created, focusing on defined skill sets
including:
Communication skills Classroom management strategies
Subject knowledge Emotional intelligence
Engagement and interaction with students
Data Collection
Surveys were distributed to participants to assess self-reported competencies in
the aforementioned skill areas, coupled with observational data collected during
classroom visits over a period of three months. Both qualitative and quantitative
data were gathered to provide a comprehensive understanding of effective
teaching practices.
Participant Observations
Teachers were observed during their lessons to assess their use of various skills
in real-time. Key aspects such as teacher-student interactions, the management
of classroom dynamics, adaptation to diverse learning needs, and the use of
various instructional strategies were closely monitored.
Data Analysis
Data from the surveys were analyzed using statistical software, yielding
descriptive statistics to measure skill competency levels. Qualitative data from
observations were thematically analyzed to identify patterns and practices
among effective teachers. Inter-coder reliability tests ensured the validity of
qualitative assessments.
Results and Discussion
The analysis revealed several core skills linked with effective teaching. The
following emerged as significant contributors to teacher effectiveness:
Communication Skills: Effective teachers exhibited advanced verbal and non-
verbal communication strategies that encouraged clarity, engagement, and
understanding among students.
Classroom Management: Teachers who employed proactive classroom
management techniques not only maintained a conducive learning environment
but also displayed a significant ability to redirect negative behaviors positively.
Subject Knowledge: A deep understanding of the subject matter allowed
teachers to explain concepts clearly and adapt instructional methods to fit
student needs, fostering a stimulating learning atmosphere.
CURRENT APPROACHES AND NEW RESEARCH IN
MODERN SCIENCES
International scientific-online conference
39
Emotional Intelligence: Teachers with high emotional intelligence were able to
connect with their students, creating a supportive and empathetic environment
that improved student motivation and engagement.
Continuous Professional Development: Effective teachers actively sought
opportunities for growth, participated in workshops, and collaborated with
peers, demonstrating a commitment to lifelong learning.
Conclusion
The study highlights that effective teaching is multi-dimensional, rooted in a
diverse set of skills that extend beyond mere knowledge of subject matter.
Communication, classroom management, emotional intelligence, and a
commitment to professional growth are pivotal to successful teaching. Teacher
training programs should incorporate these competencies into their curricula to
cultivate well-rounded educators who can positively impact student learning
and educational outcomes. Future research is recommended to explore specific
training interventions that foster these skills among educators.
References:
1.
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2.
Marzano, R. J. (2007). The Art and Science of Teaching: A Comprehensive
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Pianta, R. C., Hamre, B. K., & Allen, J. P. (2012). Classroom Interaction and
Student Engagement. Handbook of Educational Psychology, (pp. 253-263).
Routledge.
4.
Tschannen-Moran, M., & McMaster, P. (2009). Sources of Self-Efficacy:
Four Years of Growth in a Teacher Preparation Program. Journal of Educational
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Zins, J. E., & Elias, M. J. (2006). Social and Emotional Learning: Overview of
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