Características de la satisfacción familiar en el adolescente

The concepts of quality teachers and quality teaching have been a subject of major debate worldwide. Qualities of effective teachers were regarded by Stronge (2007) to include definite characteristics that consider the teacher as an individual in addition to being a professional, and focusing on issues of teachers’ job practices and responsibilities. Stronge’s framework consisted of five main qualities and twenty-one factors. The main qualities are: 1. Teacher as a person. 2. Classroom environment. 3. Organisation for teaching. 4. Implementing teaching. 5. Checking students’ progress.

In the words of Johnson et al (2017), effective educators in an early childhood setting aim to develop a child both emotionally and academically. This type of teacher looks forward to developing a learner that later becomes socially responsible. In their view, the main qualities of an excellent teacher include: positive expectations for learner achievement; performs extraordinarily in managing classroom environment; and designs interactive lesson plans for the learners. Given that successful educators believe that their learners are capable of the tasks designed before them, positive aspirations are the keystone of their

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belief systems as far as Bredekamp’s study (2016) is concerned. Successful educators evidently recognise that learners could attain their academic objectives if provided with appropriate, focused instructions and guiding children’s individual pathways. Such teachers manage classroom activities in an effective manner and educate young children while adopting a fun and playful approach. The combination of child-initiated and adult-led activities marks out early childhood education from other phases, and demands that teachers are pedagogically skilled in engaging young learners in different ways.

Effective teaching design features innovative and interactive lectures and actively promotes learners' participation in academic activities. They have a determined set of processes for managing routine activities of learners that can otherwise be overwhelming and take time to instruct learners. Successful teachers are capable enough to recognise what should be done and discover teaching-learning methodologies to make learners active and dynamic. They comprehend that the primary disciplinary or managerial issues arise from a lack of formal protocols (Koehler & Mishra, 2016; Emmer et al., 2003).

Efficient educators also comprehend the content of their respective subject matters and what their learners should learn. They possess a level of mastery in their particular domain and know evidently how to deliver excellent learning content to young learners. Effective educators adhere to national educational standards and are capable enough to assess performance data in order to further improve their professional competencies and remove weak points that may impede the effective delivery of knowledge among learners (Blömeke, Suhl & Kaiser ,2014; Stronge, 2007).

Moreover, In Stronge’s framework, the quality of the teacher as a person may be evident in the factors of fairness, caring, respect, motivation and enthusiasm, interactions with students, reflective practice, and dedication to teaching.

Effective teachers assign a considerable period of class time for establishing the procedures of classroom management, expectations for student behaviour, classroom organisation, which are the basics of the learning environment (Stronge et al., 2004; Emmer et al., 2003). In Stronge’s framework, quality of

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classroom environment is proven by the factors of classroom management, disciplining students, and classroom organisation.

On other hand, implementing instruction is what the teachers do in their classrooms, regardless of organisation skills, training, classroom management, and support students learning. On Stronge’s framework, implementing instruction quality is proven in the factors of grouping, implementing instructional strategies, questioning, communicating high expectations to students, engaging students, and understanding complexity.

The responsibility of the effective teacher is not only monitoring students, but it is also considered as one of the basic responsibilities (Williams, 2010). Students’ performance, motivation, and achievement are influenced through effective teachers’ personal behaviour, organising for instruction, classroom environment, monitoring student progress, and implementing instruction (Stronge, 2007).

Furthermore, the significant obstacles in accurately evaluating the effect of school quality on academic achievement are: (1) to estimate a comprehensive measure of school quality for the multiple school properties, which affect the academic achievements, (2) applying an efficient identifying strategy, in order to isolate school changes from other disturbing unobserved changes, (3). Distinguishing what school properties matter when demonstrating differences of quality among schools. Teacher qualifications, in particular as outlined by their position, are shown to be significant predictors of student achievement (Lai et al., 2009).

It has been found in many studies that school plays a central role in enhancing the academic performance of its learners. Many investigations have discovered the consistently positive impact of education and pedagogical content knowledge on the effective performance of educators, as argued by Blömeke, Suhl & Kaise (2014).

In this context, the role of the teacher and related qualifications also contribute to quality a great extent ( Bredekamp, 2016). An effective and qualified teacher is one who understands children’s core needs and adapts pedagogical approaches and curriculum content accordingly. Teachers' qualifications are

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also an important aspect to be considered in the context of the learner's academic performance. The reason is that a teacher transforms his or her learning experience to learners and shares prior knowledge with them in order to develop a strong foundation for young learners.

Rivkin et al. (2005) found a large difference in teacher effectiveness, but found small effects in teachers' qualifications, like their education and experience. Moreover, rankings of teachers by school headteachers were found to be better indicators of teacher performance than their observation about the teacher qualifications. In addition, when Harris and Sass (2006) examined how in- service training and teacher qualifications impacted student achievement, their observations indicated strong impacts of teachers on the student academic achievement, but indicated traditional measurements of teaching qualifications such as years in the job, type of qualification, and education.

A value-added gains model was utilised Koedel and Betts (2007), in order to assess elementary students' academic results in San Diego. Similarly to much other empirical research, teacher quality was found to be an important element for learner success, although the investigated teacher qualifications (educational status, experience, first-degree subject, and quality of university) have a small impact on the students’ academic achievement. Consistent results were obtained from these studies pointing to the fact that the quality of teaching has a significant impact on students' academic results, but some particular teaching qualifications are not of consequence.