Students’ perceptions of teacher effectiveness in rural Western China: An empirical mixed methods study

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Abstract

This paper presents the findings of an empirical study that explored the ways in which 15 year-old students at one junior secondary school perceive teacher effectiveness in rural Western China. A mixed methods approach was employed in the study by using a student questionnaire survey (first phase) and follow-up focus group interviews (second phase). All the Grade 9 students at the junior secondary school were surveyed and three semi-structured focus group interviews were conducted. The results identified ‘Challenge’ and ‘Control’ as key factors of effective teaching associated with teacher effectiveness in rural Western China. Factors of ‘Control’ and ‘Captivate’ were most statistically significantly correlated with students’ test results, and ‘Captivate’ was complemented by the interview findings as an important factor. Evidence from the focus group interviews indicated that the perceptions of students within higher and lower achieving classes varied considerably.
Original languageEnglish
Title of host publicationProceedings of the 2016 STORIES Conference
Subtitle of host publicationi2i – inquiry to impact
EditorsStefania Gargioni, Anna-Maria Ramezanzadeh, Ashmita Randhawa, Henriette Arndt
Place of PublicationOxford
PublisherOxford University Research Archive
Pages38-46
Number of pages9
ISBN (Electronic)9780995534803
Publication statusPublished - 11 Oct 2016

Publication series

NameProceedings of the STORIES Conference
PublisherOxford: STORIES Conference
Volume2016

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