The Importance Of An Effective Secondary Teacher

Teachers have played a significant role in education system. They are an essential part to develop schools and facilitate students to achieve their outcomes such as the skills of creative thinking, problem-solving and collaboration. According to Stronge (2013), unless we develop the quality of teaching in schools, it will not be successful to increase the high standard of schools and constructively influence the lives of learner. It is worth to point out that teachers occupy the initial position to approach the development of teaching in schools. In other words, teachers signify extremely in related to both school development and student achievement (Stronge, 2013). However, not every teacher could approach these positive changes effectively.

An effective secondary teacher can be defined as these teachers who significantly impact and facilitate all of their students, in spite of their socioeconomic status, to achieve considerable outcomes and gain more knowledge by presenting an effective teaching (Stronge, 2007; Stronge, 2013; Duta, 2015). According to both Lupascu, Pânisoară and Pânisoară (2014) and Killen (2015), for secondary students, good teachers are no longer to pass primary technique such as reading, writing but to educate skills including critical thinking, problem-solving and technological literacy to learners. This education requires teachers to deliver an effective teaching. The effectiveness can be identified in the way of a classroom matured by an effective teacher. Both Cullingford (2010) and Allen et al. (2013) claim that the efficiency is reflected by a constructive emotional atmosphere, with care of teenagers’ expectances and perceptions, concentrating on problems-solving skill and applying varied pedagogies and engagements, which are related to a considerable success of students. Koutrouba (2012) points out that to develop such teaching environment, the effective secondary teachers should obtain the characters of passion, intelligence and skills. Thus, an effective secondary teacher is who complementing an effective teaching to positively influence students with the prerequisites of positive attitude, knowledge of content, educational

This is because that positive attitudes can establish an active emotional teaching and learning environment which is related to teacher effectiveness. Koutrouba (2012) claims that qualities and behaviors such as patience, confidence, supportiveness, optimism, respect and responsiveness are the characters an effective teacher presents. In line with this idea, Stronge (2007), Cullingford (2010) and Killen (2015) also state that effective teachers are with the features as carefulness, enthusiasm, confidence, compassion, ethic, integrity and sharing. According to Allen et al. (2013), these characters are essential for a secondary teacher to establish an emotional support classroom. In such learning and teaching environment, secondary students can experience warmth and connected with classmates (Allen et al., 2013), In addition, secondary teachers may reflect their effectiveness to response their students’ academic and emotional needs such as collaboration and position within and between groups (Allen et al., 2012). As a result of this positive climate in classroom, secondary students can gain a high level of outcomes. For example, when I was a secondary student, my class was always the number one in our grade, and this is because our teacher was passionate to us. Briefly, effective teachers should possess positive attitudes to educate students in an emotional support classroom to be highly successful. However, a