India Report of Educator Effectiveness
Increased Focus on Teacher Quality in India
India places a high value on education. It is recognized that there is a strong connection between a country’s future economic growth and the quality of its education system.
There are concerns about teachers and teaching in India include poor subject knowledge; teacher absenteeism; poor use of instructional time; and variable training. By finding a shared understanding of teacher effectiveness, policies that focus on teacher quality can be developed.
What does it mean to be an effective teacher in India? By whose definition? Pearson asked students, parents, teachers, principals, policymakers and education researchers across India what they thought.
Top 10 most important qualities of teachers in the India:
- Ability to Develop Trusting, Productive Relationships
- Knowledge of Learners
- Ability to Make Ideas and Content Clear
- Patient, Caring, Kind Personality
- Emphasis on Developing Students’ Non-Cognitive Skills
- Subject Matter Knowledge
- Teaching Skills/Pedagogical Practices
- Ability to Engage Students in Learning
- Classroom Management
Stakeholders Agree that Character Matters for Teachers
There was general agreement among the stakeholders about what qualities make an effective teacher. Eight of the Top 10 most frequent responses for each group of stakeholders were shared by all groups.
It is clear from the results of this survey that stakeholders in India highly value the teacher’s ability to cultivate trusting, productive relationships and relate to as well as mentor students.
There were gaps between survey responses from education professionals and what the research says makes an effective teacher. These align with noted issues with India’s teacher workforce. For example, only five percent of responses mentioned anything related to the teacher’s subject matter and curriculum knowledge; only about five percent also mentioned features related to teaching skills.
Creating a Shared Definition of Teacher Effectiveness
To have an effective teacher in every classroom, India must first define what that means. The results from this survey can serve as a starting point for developing a shared definition teacher effectiveness, and how it is implemented in policies.
Low endorsement rates by education professionals (teachers, principals, education researchers and policymakers) regarding critical knowledge and skills for teachers also suggests potential areas in need of emphasis for training and development.