A STUDY AS PREDICTORS OF STUDENTS, CLASS TEACHERS AND SUPERVISORS PERCEPTIONS OF ENGLISH LANGUAGE, STUDENT- TEACHERS' TEACHING EFFECTIVENESS IN MAKURDI TOWNSHIP IN BENUE STATE, NIGERIA

Abstract

The study investigated the problem of whether or not the perception of students, class teachers, and supervisors could differ and reliably predict English language student-teachers’ teaching effectiveness on a four-point criteria namely lesson planning, classroom management, communication, and lesson presentation. A total of 162 secondary school students, 6 English language teachers and 6 teaching practice supervisors completed three sets of teaching practice evaluation questionnaire which required them to rate their perception of student-teachers’ teaching effectiveness. The instruments were validated by two experts in measurement and evaluation from Benue State University, Makurdi and their reliability coefficient, using Cronbach’s alpha, yielded 0.83 for students’ Questionnaire), 0.85 for teachers’ questionnaire and 0.81 for supervisors’ questionnaire. The results of the study, using multiple regression analysis, showed a high positive correlation among students’, teachers’, and supervisors’ perception and multiple prediction of teacher effectiveness. Based on the outcome of the study, it was concluded that the practice of seeking diverse views of stakeholders on how student-teachers do their work is far more advantageous than relying on the opinion of only supervisors as obtains at the present. The study recommended that the practice of combining teaching practice with course work should be discouraged as this could reduce student-teachers’ teaching effectiveness.