Get 20M+ Full-Text Papers For Less Than $1.50/day. Start a 14-Day Trial for You or Your Team.

Learn More →

Relationships between Dimensions of Instructional Quality and Trainee-Teacher Effectiveness

Relationships between Dimensions of Instructional Quality and Trainee-Teacher Effectiveness This study examined the relationship between two dimensions of instructional quality and trainee-teacher effectiveness in the delivery of instruction among trainee-teachers at the College of Distance Education, University of Cape Coast (CoDE, UCC). The correlational design was adopted for the study. The accessible population was 53,293 comprising 1,837 CoDE course tutors and, 51,456 CoDE trainee-teachers. The sample size for the study was 726, made up of 397 trainee teachers and 329 course tutors. The data collected were analyzed with the Pearson product-moment correlation. The results showed that faculty quality and quality interaction had a positive and significant relationship with trainee-teacher effectiveness. It was recommended that the management of CoDE, UCC should continuously organize seminars and workshops to upgrade the competencies and interactive capacities of faculty members in order to enhance their relevance and competitiveness. http://www.deepdyve.com/assets/images/DeepDyve-Logo-lg.png American Journal of Distance Education Taylor & Francis

Relationships between Dimensions of Instructional Quality and Trainee-Teacher Effectiveness

Download PDF
14 pages

Loading next page...
 
/lp/taylor-francis/relationships-between-dimensions-of-instructional-quality-and-trainee-Fb85A8PhlB

References

References for this paper are not available at this time. We will be adding them shortly, thank you for your patience.

Publisher
Taylor & Francis
Copyright
© 2023 Taylor & Francis Group, LLC
ISSN
1538-9286
eISSN
0892-3647
DOI
10.1080/08923647.2022.2157664
Publisher site
See Article on Publisher Site

Abstract

This study examined the relationship between two dimensions of instructional quality and trainee-teacher effectiveness in the delivery of instruction among trainee-teachers at the College of Distance Education, University of Cape Coast (CoDE, UCC). The correlational design was adopted for the study. The accessible population was 53,293 comprising 1,837 CoDE course tutors and, 51,456 CoDE trainee-teachers. The sample size for the study was 726, made up of 397 trainee teachers and 329 course tutors. The data collected were analyzed with the Pearson product-moment correlation. The results showed that faculty quality and quality interaction had a positive and significant relationship with trainee-teacher effectiveness. It was recommended that the management of CoDE, UCC should continuously organize seminars and workshops to upgrade the competencies and interactive capacities of faculty members in order to enhance their relevance and competitiveness.

Journal

American Journal of Distance Education – Taylor & Francis

Published: Apr 3, 2023

References

  • A dynamic integrated approach to teacher professional development: Impact and sustainability of the effects on improving teacher behavior and student outcomes
  • Why do teachers not practice what they believe regarding technology integration?
  • Draft report on students’ enrolment statistics by students’ records unit
  • Assessment of distance education: A conceptual model for effective distance course facilitation (Electronic version)
  • The impact of quality teachers on student achievement
  • Theoretical challenges for distance education in the 21st Century: A shift from structural to transactional issues
  • Perceptions of distance learning: A comparison of online and traditional learning
  • Asian learners’ perception of quality in distance education and gender differences
  • Predictability of instructional quality on teacher effectiveness in the preparation of teachers at the College of Distance Education, University of Cape Coast
  • Equivalency theory and distance education (Electronic version)