A Study on Teacher Effectiveness in Relation to Its Components among Aided Secondary School Science Teachers

Abstract

Teacher Effectiveness is a multidimensional construct that significantly influences the quality of instruction and, in effect, students' learning outcomes. The present study examines the level of Teacher Effectiveness and its component dimensions among Aided Secondary School Science teachers in the Southern districts of Thiruvananthapuram, Kollam and Pathanamthitta in Kerala. A self-developed Teacher Effectiveness Scale comprising 38 items across five dimensions—Professional Knowledge, Instructional Planning, Instructional Delivery, Professionalism, and Teacher Skills—was administered to a sample of 110 Science teachers. Descriptive statistics, Pearson’s product–moment correlation, and reliability analysis were employed for data analysis. The results revealed considerable variation in overall Teacher Effectiveness (M = 148.1, S.D. = 21.68). All five dimensions showed significant positive correlations with overall Teacher Effectiveness at the 0.01 level, with Teacher Skills (r = 0.88) and Instructional Delivery (r =0.82) emerging as the strongest correlates. The findings highlight the importance of enhancing pedagogical skills and classroom practices of Science teachers in science teaching through targeted professional development initiatives.