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Open Access Journal Article

Psychological Factors Influencing Teacher Effectiveness

by Michael Anderson 1,*
1
Michael Anderson
*
Author to whom correspondence should be addressed.
JOPEM  2022 4(2):32; https://doi.org/10.69610/j.jopem.20220912
Received: 21 July 2022 / Accepted: 25 August 2022 / Published Online: 12 September 2022
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Abstract

The effectiveness of teachers is a critical factor in shaping the educational experiences of students. This paper explores the psychological factors that significantly influence teacher effectiveness. Drawing on a comprehensive review of existing literature, it identifies several key psychological variables, including self-efficacy, emotional intelligence, burnout, and teacher stress. Self-efficacy, or a teacher's belief in their own ability to manage the classroom and educate students, is shown to directly impact educational outcomes and classroom management. Emotional intelligence, or the capacity to understand and manage one's emotions, as well as those of others, is crucial for fostering a positive learning environment and enhancing teacher-student relationships. On the other hand, burnout and stress can undermine teacher effectiveness, leading to decreased engagement, reduced motivation, and poor student achievement. The paper further discusses the implications of these psychological factors for teacher training, professional development, and support systems. It concludes by emphasizing the importance of addressing these psychological aspects to improve teacher effectiveness and ultimately enhance the quality of education.

Keywords: Teacher Effectiveness; Self-Efficacy; Emotional Intelligence; Burnout; Teacher Stress.;
Copyright: © 2022 by Anderson. This is an open-access article distributed under the terms of the Creative Commons Attribution License (CC BY) (Creative Commons Attribution 4.0 International License). The use, distribution or reproduction in other forums is permitted, provided the original author(s) or licensor are credited and that the original publication in this journal is cited, in accordance with accepted academic practice. No use, distribution or reproduction is permitted which does not comply with these terms.
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APA Style
Anderson, M. (2022). Psychological Factors Influencing Teacher Effectiveness. Journal of Organizational Psychology and Educational Management, 4(2), 32. doi:10.69610/j.jopem.20220912
ACS Style
Anderson, M. Psychological Factors Influencing Teacher Effectiveness. Journal of Organizational Psychology and Educational Management, 2022, 4, 32. doi:10.69610/j.jopem.20220912
AMA Style
Anderson M. Psychological Factors Influencing Teacher Effectiveness. Journal of Organizational Psychology and Educational Management; 2022, 4(2):32. doi:10.69610/j.jopem.20220912
Chicago/Turabian Style
Anderson, Michael 2022. "Psychological Factors Influencing Teacher Effectiveness" Journal of Organizational Psychology and Educational Management 4, no.2:32. doi:10.69610/j.jopem.20220912

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ACS Style
Anderson, M. Psychological Factors Influencing Teacher Effectiveness. Journal of Organizational Psychology and Educational Management, 2022, 4, 32. doi:10.69610/j.jopem.20220912
AMA Style
Anderson M. Psychological Factors Influencing Teacher Effectiveness. Journal of Organizational Psychology and Educational Management; 2022, 4(2):32. doi:10.69610/j.jopem.20220912
Chicago/Turabian Style
Anderson, Michael 2022. "Psychological Factors Influencing Teacher Effectiveness" Journal of Organizational Psychology and Educational Management 4, no.2:32. doi:10.69610/j.jopem.20220912
APA style
Anderson, M. (2022). Psychological Factors Influencing Teacher Effectiveness. Journal of Organizational Psychology and Educational Management, 4(2), 32. doi:10.69610/j.jopem.20220912

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