A STUDY OF STUDENTS,’ CLASS TEACHERS’ AND SUPERVISORS’ PERCEPTIONS AS PREDICTORS OF ENGLISH LANGUAGE STUDENT-TEACHERS’ TEACHING EFFECTIVENESS IN MAKURDI TOWNSHIP IN BENUE STATE, NIGERIA

Abstract

This study addresses the limited research on students’ and class teachers’ perceptions of teaching effectiveness, despite the practice’s long history and strong support. Using a descriptive survey design, the researchers purposively selected 162 secondary school students, 6 English language teachers, and 6 teaching practice supervisors to complete three sets of validated teaching practice evaluation questionnaires. Validation was conducted by two experts in measurement and evaluation from Benue State University, Makurdi, yielding reliability coefficients of 0.83 for the students’ questionnaire, 0.85 for the teachers’ questionnaire, and 0.81 for the supervisors’ questionnaire. Multiple regression analysis revealed a high positive correlation among students, teachers, and supervisors, indicating multiple predictors of teacher effectiveness. The findings concluded that seeking diverse stakeholder opinions on student-teachers’ performance is more beneficial than relying solely on supervisors’ evaluations. The study further recommended that teaching practice exercises should not be combined with coursework.