A case study of Turkish and Polish English teachers' effectiveness

The study intends to explore factors influencing the perceptions of English language teachers' effectiveness and effectiveness perceptions of English language teachers in Turkey and Poland. To explore background phenomenon, qualitative methodology, and especially holistic multiple-case designs were employed in the study. The study was conducted in two public upper-secondary schools located in a city in the center of the Poland and two public upper-secondary schools located in the central Marmara region of Turkey. The participants of the study were comprised of 12 English language teachers and 35 students in Poland, and 12 English language teachers and 61 students in Turkey. Study data were primary obtained through individual interviews with teachers, focus group interviews with students and passive-participant observation by classroom observation forms generated by the researcher. Study findings were categorized into two areas: factors influencing effectiveness perceptions of English language teachers in Poland and Turkey and perceptions of teachers and students about teacher effectiveness in these countries. Findings revealed that effectiveness perceptions of English language teachers in Poland and Turkey were influenced by identical categories, namely factors related to teacher education, personal and social factors, instructional factors, and contextual factors. However, when subcategories were examined, it was obvious that factors vary. With reference to the first category, factors related to teacher education, factors related to pre-service education and in-service teacher education influenced effectiveness perceptions of English language teachers in Poland and Turkey. Another category influencing effectiveness perceptions of English language teachers in Poland and Turkey was personal and social factors originated of learners and parents. In addition to the factors such as teacher education and personal and social factors, instructional factors also influenced the perceptions of English language teachers' effectiveness in Poland and Turkey. Teachers and students in both countries stated that curriculum-related factors influenced effectiveness perceptions of English language teachers. Besides factors such as teacher education, personal and social factors and instructional factors, contextual factors such as learning environments consisting of students with mixed ability, overcrowded classrooms, inspection and evaluation, salary, double-shift schooling, teacher promotion, administrative tasks, teacher collaboration, employment of substitute teaching staff, learning experiences and conditions in previous grade and school such as lack of English teachers, teaching methods employed and elective courses, and finally high mobility or frequent change of teachers all had an impact on effectiveness perceptions of English language teachers' in Poland and Turkey. Effectiveness perceptions of English language teachers in Poland and Turkey were categorized under four main categories: effectiveness perceptions about classroom management, effectiveness perceptions about classroom using instructional strategies, effectiveness perceptions about employing teaching materials, and effectiveness perceptions about assessment and evaluation. Effectiveness perceptions about classroom management comprised of allocation sufficient time for each person during instruction, defining classroom rules, collaborating with students to define classroom rules, providing positive reinforcement for students, motivating students to respond, allowing students to explain learning difficulties and employing various seating arrangements. Effectiveness perceptions about using instructional strategies involved employing a variety of group strategies, employing pair work, employing communicative practice, employing authentic practice, and using English as a medium of instruction during instruction. Effectiveness perceptions about employing teaching materials consisted of using authentic teaching materials, developing one's own materials, using online teaching sources or applications, using visuals, and motivating students to use dictionaries. Finally effectiveness perceptions about assessment and evaluation included providing feedback (oral or written) for homework assignments, using online homework, making formative assessment, making summative assessment, providing oral and written feedback following the assessment, and re-teaching following assessments.