Abstract
This research addresses the qualities of English language teachers in Omani schools from the perspective of school students. Using a self-report questionnaire designed to measure teacher’s various knowledge bases (i.e. content and pedagogical knowledge about teaching and learning, classroom management, teacher knowledge about both themselves and their students), the study specifically investigated the perceptions of 171 grade 9–12 school students of the qualities of their current English language teachers. The findings suggest that (1) the students perceived their teachers positively in all investigated qualities, (2) the students perceived teachers to be stronger in the affective domain (e.g. enthusiasm for teaching and fairness between students) than in the academic or cognitive domains (e.g. content and pedagogy) and (3) despite the absence of a gender effect, a significant academic achievement effect was detected. The final results suggest that teachers in grades 9 and 10 were perceived to possess more positive qualities by their students compared to teachers in grades 11 and 12. The study concludes by highlighting the importance of context in the education of English language teachers.
This is a preview of subscription content, log in via an institution.
Buying options
Tax calculation will be finalised at checkout
Purchases are for personal use only
Learn about institutional subscriptionsReferences
Abu Rahma, M. (2007). Qualities of the good language teacher as perceived by prospective teachers of English in the Arab world. Journal of Educational and Psychological Studies, 1, 99–124.
Babai Shishavan, H. (2010). The relationship between Iranian English language teachers’ and learners’ gender and their perceptions of an effective English language teacher. English Language Teaching, 3(3), 3–10. https://doi.org/10.5539/elt.v3n3p3
Borg, S. (2006). The distinctive qualities of foreign language teachers. Language Teaching Research, 10(1), 3–31. https://doi.org/10.1191/1362168806lr182oa
Devellis, R. (1991). Scale development: Theory and applications. Newbury Park, CA: SAGE.
Girard, D. (1977). Motivation: The responsibility of the teacher. ELT Journal, 31(2), 97–102.
Park, G., & Lee, H. (2006). The qualities of effective English teachers as perceived by high school teachers and students in Korea. Asia Pacific Education Review, 7(2), 236–248. https://doi.org/10.1007/BF03031547
Patton, M. Q. (1990). Qualitative evaluation and research methods (2nd ed.). Newbury Park, CA: SAGE.
Saafin, S. M. (2005). An investigation into Arab students’ perceptions of effective EFL teachers at university level. Unpublished doctoral dissertation, University of Exeter, Exeter, UK.
Taqi, H. A., Al-Nouh, N. A., & Akbar, R. S. (2014). The perspectives of students in the college of basic education on the qualities of effective English language teachers. English Language Teaching, 7(3), 121–133. https://doi.org/10.5539/elt.v7n3p121
Acknowledgement
This study is funded by His Majesty Sultan Qaboos’ Trust Fund for Strategic Research (SR/ART/ENGL/12/01), which is part of Sultan Qaboos University research funding schemes.
Author information
Authors and Affiliations
Corresponding author
Editor information
Editors and Affiliations
Appendix: Questionnaires
Appendix: Questionnaires
Rights and permissions
Copyright information
© 2018 Springer Nature Singapore Pte Ltd.
About this chapter
Cite this chapter
Al-Maamari, F., Al-Mahrooqi, R. (2018). Student Evaluation of Their English Language Teachers in Omani Basic Education Schools. In: Al-Mahrooqi, R., Denman, C. (eds) English Education in Oman. English Language Education, vol 15. Springer, Singapore. https://doi.org/10.1007/978-981-13-0265-7_7
Download citation
DOI: https://doi.org/10.1007/978-981-13-0265-7_7
Published:
Publisher Name: Springer, Singapore
Print ISBN: 978-981-13-0264-0
Online ISBN: 978-981-13-0265-7
eBook Packages: EducationEducation (R0)