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Addis Ababa University Libraries Electronic Thesis and Dissertations: AAU-ETD! >
College of Education >
Thesis - Educational Psychology >
Please use this identifier to cite or link to this item:
http://hdl.handle.net/123456789/3745
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| Title: | Factors Which Influence Teaching Effectiveness: A Comparative Analysis of Male and Female Teachers. in Elementary Schools. |
| Authors: | ABRAHAM, BELAY |
| Advisors: | Dr. Habtamu Wondimu, |
| Keywords: | TEACHING EFFECTIVENESS
COMPARATIVE ANALYSIS OF MALE AND FEMALE TEACHERS |
| Copyright: | Jun-1993 |
| Date Added: | 13-Nov-2012 |
| Publisher: | AAU |
| Abstract: | The purpose of the study was two-fold. First an effort was made to see if there
is a difference between the teaching effectiveness of male and female teachers.
Second the study attempted to determine if the teaching effectiveness of teachers
is independent of their ESLCEGPA, TTICGPA, teaching experience (years) and
attitudes.
Directors' (efficiency results) and students' ratings scores were used as validation
criteria in assessing teachers' effectiveness in teaching.
Samples of the study consisted 14-+teachers and 2258 students taken from 34
elementary schools in the former Addis Ababa and Showa Administrative
Regions. The relative contribu tion of each of the independent variables was
analyzed using the Step-wise regression model.
Results of the analysis indicated that male teachers have significantly higher
efficiency scores than female teachers. That i:;. male teachers were found to be
more effective than their counterparts.
On the other hand, analysis concerning the effects of the independent variables
indicated that teachers' achievement at TrI (TrICGPA) is a strong predictor of
teaching effectiveness in all cases (male teachers, female teachers and all
teachers). In both measures, ESLCEGPA was found to affect the effectiveness
of male teachers but with a negative weight. On the contrary, teaching
experience was found to affect female teachers' efficiency scores in a positive
direction. In general, a significant proportion of variances in the male teachers'
teaching effectiveness were contributed by TTfCGPA and ESLCEGPA, where as a significant proportion of variances in the female teachers' teaching effectiveness
were contributed by TrICG PA and teaching experience. |
| URI: | http://hdl.handle.net/123456789/3745 |
| Appears in: | Thesis - Educational Psychology
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