The Importance of Teacher's Effectiveness


Heightened emphases are on teachers and effective teaching particularly linked to the performances of students in K-12 schools. The purpose of this article is to review perspectives of teaching over a period of several decades in the literature and to investigate the perceptions of practicing teachers enrolled in graduate school regarding necessary components of effective teaching. Results indicate that many of the notions indicated in the literature as essential for effective teaching are aligned with the perceptions of educators currently enrolled in graduate school. There are definite implications embedded in the article for school leadership.

Share and Cite:

Block, E. , Crochet, F. , Jones, L. and Papa, T. (2012) The Importance of Teacher's Effectiveness. Creative Education, 3, 1164-1172. doi: 10.4236/ce.2012.326173.

Conflicts of Interest

The authors declare no conflicts of interest.


[1] Bagin, D., & Gallagher (2001). The school and community relations. Boston, MA: Allyn and Bacon.
[2] Banner, J., & Cannon, H. (1997). The elements of teaching. New Haven, CT: Yale University Press.
[3] Cashmere, A. (1999). The art of effective teaching. URL (last checked 3 March 2011).
[4] Collins, J. (2005). Good to great and the social sectors: A monograph to accompany good to great. New York: Harpercollins Publishers.
[5] Curtis, R., & Wiener, R. (2012). A guide to developing teacher evaluation systems that support growth and development. Washington DC: The Apen Institute.
[6] Enhancing your teacher effectiveness. URL (last checked 3 March 2011).
[7] http://www.hcc.hawaii-edu/intranet/committee/FacDevCom/guidebk/teachingtip/ehance.htm
[8] Fullan, M. (2010). Failure is not an option: Six principles that guide student achievement in high performing schools. Thousand Oaks, CA: Corwin Press.
[9] Henniger, M. (2004). The teaching experience: An introduction to reflective practice. Columbus, Ohio: Pearson.
[10] Langlois, D., & Zales, C. (1991). Anatomy of a top teacher. American School Board Journal, 178, 44-46.
[11] Murphy, J., & Adams, J. E. Jr. (1998). Reforming America’s schools 1980-2000. Journal of Educational Administration, 36, 426-444.
[12] Olivia, P., & Pawlas G. (2001). Supervision for today’s schools. (6th ed.). New York: Wiley & Sons.
[13] Odden, A. (2009). Ten strategies for doubling student performance. Thousand Oaks, CA: Corwin Press.
[14] Odden, A (1992). Rethinking school finance: An agenda for the 1990s. New York: Jossey Bass.
[15] Sanders, P. (2000). Characteristics of effective teaching.
[17] Senge, P., Kleiner, R., Roberts, C., Roth, G., Ross, R., & Smith, R. (1999). The dance of change. New York: Doubleday Publishers.
[18] Schulman, L. (1987). Knowledge and teaching: Foundation of the new reform. Harvard Educational Review, 5, 1-22.
[19] Schmoker, M. (2011). Focus: Elevating the essential to radically improve student learning. Virginia: ASCD.
[20] Zapeda, S. (2007). Instructional supervision: Applying tools and concepts. New York: Eye of Education.

Copyright © 2024 by authors and Scientific Research Publishing Inc.

Creative Commons License

This work and the related PDF file are licensed under a Creative Commons Attribution 4.0 International License.