HRMARS - This study investigates the characteristics of an effective teacher from the perspective of school principals in the Ramtha District Education Directorate, Jordan. Employing a descriptive-analytical design, a structured questionnaire comprising 25 items was administered to a stratified random sample of 52 school principals. The findings reveal that the overall level of effective teacher characteristics is moderate (M = 2.73, SD = 0.46). Inferential statistical analyses indicate no statistically significant differences in principals’ perceptions attributable to gender, academic qualification, or school type at the significance level (? = 0.05). These results suggest a relatively homogeneous conceptualization of teacher effectiveness among school leaders. This study contributes to the growing body of literature on teacher effectiveness by providing empirical evidence from a Middle Eastern educational context. It highlights the multidimensional nature of teacher effectiveness, encompassing professional, personal, and social dimensions, and offers implications for teacher preparation, professional development, and educational leadership.
Nisrein Mahmoud Mohammad Albakar (Tue,) studied this question.
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