EDUCATION AND TEACHING

Education and Teaching: Teacher Effectiveness and Years of Experience

Literature Review

It has been well-observed that parents like to have their child admitted to a school or college whose teachers are hardworking and have the experience of teaching a class effectively. The teacher effectiveness could be gauged based on the students achievements academically. The following literature review provides an insight over the previously published articles relevant to the topic that whether teachers effectiveness is increased with their years of experience in teaching.

Research has shown that teachers years of experience have helped in improving their teaching quality, ultimately resulting in better student grades. For this, a study was conducted among 18 preparatory year teachers, 28 teachers taking classes of grade 1, 20 teachers of grade 2, and 14 teachers teaching grade 3 (Graham et al., 2020). The sample of these teachers was taken from primary schools in Queensland, Australia that had students enrolled in each school from 210 to 760 in number. It was also taken into account while extracting the sample that all teachers held Masters degrees along with a mean teaching experience of 9.23 years. The data collection took place in the form of observations through classroom interactions annually. A standardized tool was developed to record the classroom evaluations, named as Classroom Assessment Scoring System (CLASS). The observation time in each class was for 30 minutes. For making authentic observations, assistance from a team of certified observers was taken who observed Prep to Grade 3 classes for two hours on the whole. An addition of a certified K-3 CLASS trainer was felt mandatory as well since consistency was to be maintained for the first 10 observations cycles of 30 minutes each. The entire process of observations was completed within two months with a grouping of three domains and ten dimensions. For data analysis, statistical tools were used using SPSS. Descriptive statistics involved CLASS domains, enlisted as emotional support, instructional support, and classroom organization. The results revealed that out of 80 teacher participants, the majority of them scored highest on emotional support and classroom management while a lesser score was seen for instructional support. Also, the findings were consistent with the previous literature that the beginning years of experience (0-3 years) and experienced teaching (more than 3 years) are not related to three domains or 10 dimensions identified by the CLASS measure. It was even interesting to find that during the beginning years of teaching experience, it is not necessary that teachers ability to teach the class and their quality would be inferior. However, the findings did suggest that the placement of teachers based on the content, certification, and presence of high-quality mentoring would improve their teaching quality. This is an indication that high scores on emotional support and classroom management are supportive of these qualities. On the whole, it is believed that Australian teachers are poor in managing the class but scoring high on classroom organization means that teaching experience should be combined with professional development in this specific domain behavior management might direct to an enhancement in teaching quality that could be multidimensional when positive academic results would be achieved.

Another study claimed that the previously held belief of increase in teaching experience and its relationship with teaching effectiveness could be confused (Irvine, 2019). This relationship was questioned while making Canadian policies of hiring teachers based on their teaching history on the lines of students achievements. The relationship was found to be complex as well as nuanced only if it was to be measured against students academic achievements. The article provides scrutiny of Ontario Regulation 274 as the teacher hiring practices within Ontario, Canada needed to be revised for only basing them on teachers previous experience. In the province of Ontario, the advertisements for hiring teachers for new vacancies asked for previous teaching experience within a specific district and jurisdiction. When substitute teachers were hired, they did have qualifications and some experience but were not handed the responsibility of long-term planning save lesson plans. Later, the Ontario government showed concern over the process of hiring teachers since it was a likelihood that it would lead to partiality or nepotism. To look into this matter to tackle it, regulation 274 was formulated in which substitute teachers could apply for long-term occasional (LTO) positions. For being eligible for LTO positions, the substitute teachers need to complete one out of four assignments within a time period of four months at least. The top five teachers scoring the highest on LTO terms could be hired easily for the job position. It did not restrict them based on previous teaching experience, hence, not implying that this criterion would ensure teachers effectiveness. There were numerous oppositions against this regulation since school administrators were of the view that interviews would help better in determining which schools teachers were the best fit. Besides, the actual study was conducted within this article aiming to answer the research question of whether teacher experience had a relationship with teaching effectiveness. There were three elements on whose grounds teacher effectiveness is measured: value-added measures, classroom observations, and surveys like student, peer, or administrator responses. The concluding remarks revealed that there is scarce evidence that...…demographic variables and the second section for gauging certain aspects of student and teacher relationships. Teacher Classroom Observation Form (TCOF) and Accounting Achievement Test (AAT) were also additional surveys for the inclusion of teaching practices, pedagogical knowledge about accounting and accounting subject gains among the students. It was discovered that the independent variables that comprised of teacher qualifications, experience, and their mutual relationship when combined in an amalgamation to check their effect on the Accounting grades, the impact was positive. It certainly did guarantee in this article that there was a significant contribution of teachers qualifications and experience on the teaching quality among Accounting students. Further recommendations were presented that teachers should be involved in continuous professional development so that enhanced Accounting subject gains should be obtained. The reason that Accounting was focused for this study is that the subject within the selected educational institute where students showed poor performance. For this objective, the teachers are advised to attend seminars and workshops for staying upgraded in the relevant field. With regular monitoring and advice from their superiors, it would be deemed better for the teachers to strengthen their students skills in the subject along with a strong bond that would help the students come to teachers for problem-solving and support.

The above literature review regarding teacher effectiveness and years of experience revealed that teachers experience is certainly beneficial for student accomplishments. Teachers are encouraged to grow professionally as their career proceeds since there are continuous upgrades in the educational systems all across the grade levels, from kindergarten to university. It becomes imperative for the teachers to raise the student achievement bar with their personal accumulative teaching experience. Although there had been differences in setting the variables for the study and the models that were developed to conduct the actual investigation, the results have been different over several years. It should be taken into account that the literature now suggests that teacher experience should not be solely considered as a key indicator of student success or teaching effectiveness. Emerging factors have come on the horizon that adds to the professional development and experience of the teachers, such as being culturally competent and structuring class management policies that would be conducive to the learning of pupils belonging to diverse ethnic backgrounds or languages. A few studies have supported the fact that in the beginning years of teaching, the student gains, in other words, teaching effectiveness has been high as well as they are passionate and more career-driven in their motives. The definition of the teaching experience itself has been broadened over time that would ensure teaching…