The Characteristics of Effective English Language Teachers as Perceived by Students and Teachers of a Higher Secondary School in Bhutan
Keywords:
Effective English Language Teachers, English Proficiency, Pedagogical Knowledge, Socio-affective SkillsAbstract
This paper identifies characteristics of effective English language teachers as perceived by both language teachers and students of a Higher Secondary School in Bhutan. Participants consisted of two randomly selected groups. The first included 8 Bhutanese English teachers and one Indian English teacher, while the second included 10 twelfth grade and 10 eleventh grade high school students from a Higher Secondary School. The data were collected by means of a self-report questionnaire consisting of three categories: English proficiency, pedagogical knowledge, and socio-affective skills. In general, the students’ perception on the characteristics of effective English language teachers are comparatively different from the teachers’ perception with the students ranking English proficiency the highest in contrast to the teachers grading socio-affective skills the highest. However, both the students and the teachers marked pedagogical knowledge the least. The findings have implications both for current and prospective English teachers.
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