Efl Pre-Service Teachers’ Perceptions of an Ideal English Teacher

By administering the validated Persian version of Characteristics of Effective English Language Teachers (CEELT) and the NEO Five Factor Inventory (NEO-FFI) to 1260 learners of English as a foreign language (EFL) and one hundred eighteen EFL teachers in Iran, this study explored whether there was any significant relationships between factors underlying the CEELT and teachers’ personality. It was found that among the five factors underlying the CEELT, four factors, i.e., Rapport, Fairness, Qualification and Facilitation correlated significantly with the four dimensions of teachers’ personality, i.e., Conscientiousness, Extraversion, Neuroticism, and Openness. As the fifth factor underlying effective EFL teaching, Examination, however, correlated significantly but negatively with Extraversion. It did, nonetheless, reveal positive and significant relationship with Neuroticism, and Openness. The implications of the findings such as the close relationship between Qualification and Conscientiousness and their relevance to Facilitation are discussed and suggestions are made for future research.

This study was conducted to find out the profile of exemplary English teachers at secondary schools. Data were collected through observations, interviews, and questionnaires. The study was conducted in four towns, covering exemplary teachers in one senior high school and three junior high schools. The subjects were exemplary in terms of their active participation in the Teachers' Forum (MGMP), and their roles in the professional development of both themselves and their colleagues. This study was done mainly to find out (1) the professional competences of the exemplary teachers in each town and (2) how they achieve the competences. The collected data were analyzed qualitatively by the usual process of sorting, coding, and analyzing. The findings reveal that the subjects in three of the four towns have all the four competences (subject matter, pedagogical, social and personal competences), with the personal competence being the most influential in shaping them as professional and exemplary teachers. From the findings a profile of the professional competences of the exemplary English teachers at secondary schools is developed. Keywords: professional competence, exemplary teacher, profile.

DISERTASI dan TESIS Program …, 2010

This study is conducted to find out the profile of an exemplary English teacher in high school. Data are collected through observations, interviews, and questionnaires. The study is conducted in Malang, Sidoarjo, Solok, and Lawang, covering exemplary teachers in one SMA and three SMPs. This study is done to find out (1) the professional competences of the exemplary teachers in each town; (2) how they achieve the competences, and

International Journal of English Linguistics, 2017

The teaching of English as a foreign language (EFL) in Toraja is influenced by the quality of teachers from elementary to university level. The Ministry of National Education in Indonesia has stipulated four competencies that should be mastered by teachers: pedagogical competence, professional competence, personal competence, and social competence. The professional competences of foreign language teachers include a knowledge of various aspects of language in English (linguistics, discourse, sociolinguistic and strategic) and mastery of oral and written English language. The purpose of this study is to identify the perceived level of professional competence of high school EFL teachers in Toraja. For this study, 31 high school EFL Teachers in Toraja were chosen randomly from both public and private schools. Data was collected from questionnaires administered in person and by e-mail. The descriptive statistical results of this research show that half of the teachers reported themselves...

Journal of Social Transformation and Regional Development, 2020

This study presents English teachers' professional, personality, social, leadership, and classroom interaction attributes which senior high school and university students expect from their English teachers. By knowing those attributes, English teachers are expected to be able to help their students attain better English language proficiency. For the investigation, five sets of questions were distributed in order to find out the respondents’ favourite English teachers attributes. The respondents consisted of senior students of three high schools and undergraduates of three universities who had high, mediocre and low English language proficiency. The results show that the students' levels of education and English language proficiency influence the students' perceptions on their English teachers' attributes. This study suggests that English teachers recognize the attributes that their students highly expect from them. It is suggested that English teacher training instit...

Abstract This empirical study is an attempt to investigate the perceptions of Saudi EFL learners related to personality and ability characteristics of an ideal English language teacher and it raised a number of pedagogical implications which are of interest for administrators and teacher trainers in general and EFL faculty teaching in Saudi Arabia in particular. In general the participants of this study assigned higher values to a vast majority of both the aspects: personality and ability characteristics whereas very few characteristics were allocated lower values. It is reported that Saudi EFL learners represented by the participants of this study prefer those English language teachers who are expert in their field, are well-organised, explain according to the level of the learners, answer learners’ questions correctly, are clear in instructions, clarify assessment procedures, provide them with sufficient examples, help learners to become life-like learners, exploits necessary teaching aids and use multiple pedagogical techniques. The teachers who spend class time in lecturing, give frequent quizzes are not favoured by the participants. The perceptions of the participants related to the personality characteristics revealed that the teachers who involve students in academic matters, treat all students equally, explain properly, make learning fun and are available after classes to guide students are liked more. Rather it is also found out that Saudi university students consider their teachers as role model for them and prefer the ones who are professionally committed. Other preferred qualities include the ability to be flexible, understand the students and ensure students’ active participation. Thus it transpires that those English language teachers are considered ideal who have the capacity to motivate their students to exploit their latent potential to achieve enhanced learning possibilities. Keywords: ability, personality, characteristics, ideal teacher

Qalam : Jurnal Ilmu Kependidikan, 2018

[Title: characteristics of good english teachers based on the perception of the students from different learning styles and personalities] The research aims are (i) Identifying the characteristics of good English teachers in SMAN 3 Sinjai Selatan. (ii) Knowing the characteristics of good English teacher based on the students' learning style. (iii) Knowing the characteristics of good English teacher based on the students' personality. This research was done by using a qualitative approach. The data were collected by using two instruments i.e. questionnaires and in depth interview. The results of this study reveal that (i) The characteristics of good English teacher based on the students' perception in SMAN 3 Sinjai Selatan are categorized into four different categories, namely proficiency, pedagogical (both conceptual and practical), socio-affective and psychological aspect. The last category was the additional category in which age included in and differently from the work of Gi and Hyo (2006) that only specified three categories, namely proficiency, pedagogical and socio-affective skills. (ii) In general, the characteristics of good English teacher based on the students' learning style are dominantly in pedagogical aspect. Visual learners want English teacher who can keep the students' focus and concentration in their learning; auditory learners expect English teacher who can engage the students' motivation and interest toward learning English; and haptic learners propose the English teacher who concerns on the process rather than the achievement of the students in learning. (iii) The characteristics of good English teacher proposed by high school students based on their personality are dominantly on the teacher's pedagogical and socio-affective aspects. Only a few ideas of the students that concern on the teacher's proficiency and psychological aspect.

2018

Learning English as a foreign language (EFL) in senior high schools (SHS) in Indonesia in general and in Papua, in particular, has shown unsatisfactory results. Possessing good grades in English do not guarantee high school graduates could speak English even in a simple way. Numerous literatures indicated that there were many factors may cause the less success of the English teaching and learning in Indonesian schooling. One of them is the poor competence of the English teachers. There were insufficient studies on the EFL teacher competence in Papua. Hence, the study investigating this issue is valuable to conduct. This study aimed at investigating the perceptions of EFL SHS teacher in Papua towards the importance of their competences and its influence on the EFL teachers’ performance and the SHS students’ EFL learning achievement. The population of this quantitative survey research method was the EFL SHS teachers and students in Papua province. By applying multistage random samplin...

The problem of this research is 'what is the level of professional and pedagogic competence of English primary school teachers?'. This paper highlights the findings of a study which was undertaken at primary schools in Indonesia. The aims of the study were to explore the primary school English teachers' competence about their professional and pedagogic competency. Test and open question were employed to obtain the data of the level of professional and pedagogic competencies. The recommendations for the improvement of professional and pedagogic competencies of primary school teachers of English were also provided.

—This paper reports the competence of the English Foreign Language (EFL) Senior High School (SHS) teachers in Papua, Indonesia which sought to investigate the EFL SHS teachers' perception towards their own competence. This cross-sectional survey research design applied multistage sampling technique in determining the sample of the study. There were 159 EFL SHS teachers from six selected townships in Papua as the sample. The researchers employed questionnaire and interview as the instrument for collecting data. Data were analyzed utilizing descriptive statistics to run for frequencies and percentages. The result revealed that the EFL SHS teachers in Papua perceived that their teacher competence was good. As the majority of the respondents (91.8%) contended that they possessed good competency and only a few of respondents (8.2%) claimed that their competence was very good. None of the respondents asserted either they have poor or fairly good competence.