Teacher Effectiveness and Student Engagement: Causes and Effects
Mecca S. Waller
ENG3810- English Law-Project 1
East Carolina University
Teacher Effectiveness Intro
What determines whether or not a teacher is effective? Just as important, what does it take to keep the students engaged and learning? Efficacy is defined by Webster Dictionary as the capacity for producing a desired result or effect. Teacher effectiveness is critical to student understanding; however it is not solely liable for student learning and motivation and vice versa. I argue that effective and non-effective teaching is the result of and caused by low teacher salary, unmotivated students, class size, and too much curriculum based teaching. Finally I will suggest possible solutions to improve teacher effectiveness and student motivation.
The top twenty-five percent of teachers in Greenville NC make $48,100 annually. When compared to the median annual wages of producers and directors, $64,430 in 2008 alone; a teacher’s salary is demoralizing (BLS, O.O Handbook 2011-12 Ed.). The General Statutes of North Carolina affirms that the State must compensate its employees at a level sufficient to encourage excellence of performance and to maintain the labor market competitiveness necessary to recruit and retain a competent work force. It does not surprise me that most teachers, much less state employees, have not witnessed this practice. In the 2007, this statue was amended to address teachers who are employed by the state; holding that “the State Board of Education shall establish a pilot program authorizing the discharge of alternative teacher salary plans. The plan enables local school administrative units to develop and implement new and innovative teacher salary plans that will 1. Improve student performance by financially rewarding teachers through performance pay plans 2. Recruit teachers to the school unit, and 3. Recruit teachers to hard-to-fill positions in...