Impact of Teachers' subject matter knowledge and behaviour on students’ performance
Impact of Teachers ' subject matter knowledge and behaviour on students’ performance
Syed Moeenuddin Peerzada
Asst. Prof. of Physics,
Govt. Deg. Siraj ud Daula College, Karachi (2014)
1. Introduction
It is essential for an efficient and competent teacher to possess a complete knowledge of subject matter. The teacher with full command over subject matter can provide detailed information to the students in the classroom (Spear-Swerling, Brucker, & Alfano, 2005). Knowledge of key concepts, inquiry tools, and structures and its implication are also necessary for lesson planning for the class.
The teacher should have enough knowledge about the subject matter to develop reliable cross curriculum relationship among the subjects being taught in the class (De Nobile, 2 007). Additionally, through the integrated lesson planning, the teachers can share an authentic knowledge which is helpful to support student learning and to inculcate creative thinking (Davis & Simmt, 2006).
Besides the subject matter knowledge the teachers ' behaviour also plays a pivotal role in students learning. As a teacher having good moral values and behaviour can motivate his students to get involved in the learning process with full enthusiasm and interest.
2. Review of Literature
Most of the studies reveal that the students ' performance is influenced by the subject matter knowledge of the teacher and the behaviour of the teacher. As the deeper subject matter knowledge makes a teacher capable to teach the subject with full command and the teacher can give more details to explain the subject.
The positive behaviour of the teacher also plays an important role in students learning. Teacher with a good behaviour and positive attitude can motivate students to willingly take part in the learning process.
Metzler and Woessmann (June 2010) studied the impact of the teacher 's subject knowledge on students’ achievement using data of primary school from Peru that
Syed Moeenuddin Peerzada
Asst. Prof. of Physics,
Govt. Deg. Siraj ud Daula College, Karachi (2014)
1. Introduction
It is essential for an efficient and competent teacher to possess a complete knowledge of subject matter. The teacher with full command over subject matter can provide detailed information to the students in the classroom (Spear-Swerling, Brucker, & Alfano, 2005). Knowledge of key concepts, inquiry tools, and structures and its implication are also necessary for lesson planning for the class.
The teacher should have enough knowledge about the subject matter to develop reliable cross curriculum relationship among the subjects being taught in the class (De Nobile, 2 007). Additionally, through the integrated lesson planning, the teachers can share an authentic knowledge which is helpful to support student learning and to inculcate creative thinking (Davis & Simmt, 2006).
Besides the subject matter knowledge the teachers ' behaviour also plays a pivotal role in students learning. As a teacher having good moral values and behaviour can motivate his students to get involved in the learning process with full enthusiasm and interest.
2. Review of Literature
Most of the studies reveal that the students ' performance is influenced by the subject matter knowledge of the teacher and the behaviour of the teacher. As the deeper subject matter knowledge makes a teacher capable to teach the subject with full command and the teacher can give more details to explain the subject.
The positive behaviour of the teacher also plays an important role in students learning. Teacher with a good behaviour and positive attitude can motivate students to willingly take part in the learning process.
Metzler and Woessmann (June 2010) studied the impact of the teacher 's subject knowledge on students’ achievement using data of primary school from Peru that
Bibliography: 1. Abida Khalid, S. Y. (2011). Impact of Teacher 's Background and Behavior on Students Learning. International Journal of Human Resource Studies ISSN 2162-3058 , Vol. 1, No. 2. 2. Adedoyin, O. (2011). The Impact Of Teachers’ In-Depth Pedagogical Mathematical Content Knowledge On Academic Performance : As Perceived By. European Journal of Educational Studies 3(2) . 3. Dr. Ghazi, S. T. ( May 2013.). Teacher’s Professional Competencies in Knowledge of Subject Matter at Secondary Level in Southern Districts of Khyber Pakhtunkhwa. Pakistan. Journal of Educational and Social Research Vol. 3 (2) . 4. Hanushek, E. (1971, May). Teacher characterstics and gains students achievement: Estimation micro Data. The American Economic Review , pp. 280-288. Heather C. Hill, B. R. (n.d.). Effects of teachers’ mathematical knowledge on student achievement. Am 5. erican Educational Research Journal . 6. Johannes Metzler, L. (2010, June). The Impact of Teacher Subject Knolwedge on Student Achievement. IZA DP No.4999 . 7. John E. Mullens, R. J. (May, 1886). The Contribution of Training and Subject Matter Knowledge to Teaching Effectiveness: A. Comparative Education Review , pp. 139-157. 8. Linda Darling, H. (December 1999). Teacher Quality and Student Achievement:. WASHINGTON: Center for the Study of Teaching and Policy. 9. Richard Buddin, G. Z. (May 2009). Teacher Qualifications and Student Achievement in Urban Elementary Schools. Santa Monica: Rand Corporation.