Assessment of trainee-Economics teachers’ effectiveness: Senior high school economics students’ perspective

Abstract

The main objectives of the study was to determine the effectiveness of trainee-Economics teachers from the perspective of senior high school students and to ascertaining the interrelationships among the elements of determining teacher effectiveness and to establish which element accounted most for students’ ratings. Based on the objectives of the study, the researchers employed the descriptive survey design. A total of 52 trainee-Economics teachers comprising 21 females and 31 males, as well as2194 Senior High School students, comprising 1332 males and 862 females were selected by means of stratified sampling. A students’ rating of teacher effectiveness (SRTE) questionnaire was the instrument used for data collection. Frequencies and percentages were used to estimate the overall effectiveness of trainee-Economics teachers. Smart-PLS was employed to model a relationship among the variables and the score given to each trainee teacher. Pearson’s correlation and tstatistics were estimated to test the model and the hypotheses formulated for the study respectively. It was revealed that majority of senior high school students rated trainee-Economics teachers to be effective in the teaching of Economics. It was also found out that students’ perception of trainee-Economics teachers’ intellectual quality, quality learning environment and significant had a strong effect on students’ rating of their effectiveness. However, intellectual quality was found to be the variable of most influence. It was therefore concluded that senior high school students had confidence in trainee-Economics teachers and their perceptions of their teachers’ effectiveness was influenced most by teachers’ intellectual quality.