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Units of research and research
strategies
T h e con ce p t ion of t ot a l t ea ch er effect iven ess ca n p r ov id e a p ow er fu l fr a m ewor k for con ce p -t u a lizin g r esea r ch a n d d evelop in g r esea r ch st r a t e gies. Sin ce t h e con ce p t ion of t ea ch er effect iven ess is d iffer en t fr om t r a d it ion a l t h in k in g, t h e im p lica t ion s a n d st r a t e gies a dva n ced for r esea r ch m ay b e m or e com p r e-h en sive a n d sop e-h ist ica t ed .
As sh ow n in F igu r e 1, t h e st r u ct u r e of t ea ch er effect iven ess is com p r ised of fou r layer s a n d ea ch layer cou ld b e b r ok en d ow n
in t o t h r ee a r r ay s. An d ea ch a r r ay cou ld b e fu r t h er d iv id ed a s t h r ee in d iv id u a l cells su ch t h a t t h e t ot a l t ea ch er effect iven ess st r u ct u r e is com p osed of 36 d iffer en t cells. In Ta ble I, som e exa m p les of cells, a r r ay s, a n d layer s a r e given . Cell X r e p r esen t s a n in d iv id u a l t ea ch er ’s com p et en ce in t h e b eh av ior a l d om a in . Ar r ay L1 r e p r esen t s a n in d iv id u a l t ea ch er ’s p er for m a n ce in a ffect ive, b eh av -ior a l, a n d cogn it ive d om a in s. Ar r ay L2 r e p r e-sen t s t h e b eh av ior a l lea r n in g exp er ien ce of st u d en t s a t t h e in d iv id u a l, gr ou p, a n d sch ool levels. Layer P r e p r esen t s t h e t ot a l st u d en t s’ ed u ca t ion a l ou t com es in t h r ee d om a in s a t t h r ee levels.
T h e cell u n it , a r r ay u n it , a n d layer u n it ca n b e u sed a s bu ild in g u n it s t o con ce p t u a lize t ea ch er effect iven ess r esea r ch a n d d evelop r esea r ch st r a t e gies. Ba sed on a d iffer en t ch oice of r esea r ch u n it s, r esea r ch st r a t e gies d evelop ed m ay b e ver y d iffer en t a n d t h eir im p lica t ion s for p r a ct ice a n d im p r ovem en t m ay b e ver y d iffer en t t oo.
F r om t h e st r u ct u r e in F igu r e 1 a n d t h e a b ove r esea r ch u n it s, t h e st r a t e gies a dva n ced for con ce p t u a lizin g r esea r ch ca n b e cla ssifi ed a s t h e in d iv id u a l u n it d escr ip t ion st r a t e gies, t h e w it h in layer r ela t ion sh ip, t h e b et w een -layer r ela t ion sh ip st r a t e gies, a n d t h e w h ole st r u ct u r e st r a t e gy.
Te ac he r c o mpe te nc e laye r
Co gnitive do main
Affe c tive do main
Be havio ral do main
Individual le ve l
Gro up le ve l
Sc ho o l le ve l
Te ac he r pe rfo rmanc e laye r
Stude nt e xpe rie nc e laye r
Stude nt le arning o utc o me s laye r
Teac her development c yc le
Te ac he r
Teac her development c yc le Stude nt
Exte rnal Te ac hing Co nte xt
Inte rnal Te ac hing Co nte xt
Pre -e xisting
Stude nt Charac te ristic s
Te ac hing Le arning
(Adapted from Cheng and Tsui, 1 9 9 6 ) Figure 1
The struc ture o f to tal te ac he rs’ e ffe c tive ne ss
Table I
Example s o f re se arc h units: c e ll, array and laye r
Teacher competence Teacher performance Student learning Student learning
layer layer experience layer outcomes layer
A B C A B C A B C A B C
I X L1 L2
G P
S
Note:
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Individual unit description
strategies
T h e in d iv id u a l u n it d escr ip t ion st r a t e gies r efer t o r esea r ch st r a t e gies w h ich focu s on ly on a d escr ip t ion of t h e ch a r a ct er ist ics of a n in d iv id u a l u n it of t h e t ot a l t ea ch er effect ive-n ess st r u ct u r e. T h ey ca ive-n b e fu r t h er cla ssifi ed a s follow s:
The individual cells approach
T h e r esea r ch focu ses on t h e ch a r a ct er ist ics of ch osen in d iv id u a l cells of t h e t ot a l t ea ch er effect iven ess st r u ct u r e. For exa m p le, t o st u dy p r ofession a l com m it m en t (i.e. a ffect ive d om a in ) of in d iv id u a l t ea ch er s (i.e. in d iv id -u a l level) in t h e t ea ch er com p et en ce layer. Or, in a n ot h er ca se, t o id en t ify t h e cla ssr oom m a n a gem en t sk ills (i.e. b eh av ior d om a in ) u sed by a gr ou p of E n glish la n gu a ge t ea ch er s (i.e. gr ou p level) in t h e t ea ch er p er for m a n ce layer.
The individual arrays approach
T h e r esea r ch d escr ib es m a in ly t h e ch a r a ct er -ist ics of in d iv id u a l a r r ay s of t h e t ot a l t ea ch er effect iven ess st r u ct u r e. For exa m p le, t o st u dy t h e ch a r a ct er ist ics of in d iv id u a l t ea ch er s’ a ffect ive, b eh av ior a l, a n d cogn it ive p er for -m a n ce (i.e. t h r ee d o-m a in s a t t h e in d iv id u a l level in t h e t ea ch er p er for m a n ce layer ) is a p op u la r a r ea for t ea ch er st u dy. For a n ot h er exa m p le, t o in vest iga t e t h e p a t t er n a n d st a n -d a r -d of st u -d en t s’ m a t h em a t ics com p u t a t ion sk ills a t t h e in d iv id u a l, gr ou p (or cla ss), a n d sch ool levels (i.e. b eh av ior a l d om a in a t t h r ee levels in t h e st u d en t lea r n in g ou t com es layer ) in a sa m p le of p r im a r y sch ools. T h is is a lso a com m on t op ic in eva lu a t in g effect iven ess of t ea ch er s a n d sch ools.
The individual layers approach
T h e r esea r ch a im s a t d escr ib in g t h e ch a r a c-t er isc-t ics of c-t h e in d iv id u a l layer in c-t h e c-t oc-t a l t ea ch er effect iven ess st r u ct u r e. For exa m p le, t o exp lor e t h e over a ll ch a r a ct er ist ics of t h e t ea ch er p er for m a n ce layer in clu d in g t h r ee d om a in s a n d t h r ee levels. T h e ot h er layer s for r esea r ch a r e t h e t ea ch er com p et en ce layer, st u d en t lea r n in g exp er ien ce layer, a n d st u -d en t lea r n in g ou t com e layer.
In gen er a l, in d iv id u a l u n it d escr ip t ion st r a t e gies p r ov id e a sy st em a t ic w ay t o d escr ib e cer t a in a sp ect s of t h e t ea ch er effec-t iven ess seffec-t r u ceffec-t u r e. H ow ever, effec-t h e fi n d in gs of st u d ies b a sed on t h ese st r a t e gies a r e oft en su p er fi cia l, sim p list ic, a n d fr a gm en t a r y b eca u se t h ey on ly d escr ib e cer t a in
ch a r a ct er ist ics of in d iv id u a l u n it s a n d ign or e or ga n ic r ela t ion sh ip s b et w een d om a in s, b et w een levels, a n d b et w een layer s in t h e
t ea ch er effect iven ess st r u ct u r e. Obv iou sly, t h is k in d of st u dy d oes n ot con t r ibu t e ver y m u ch t o t h e u n d er st a n d in g of t h e com p lex n a t u r e of t ea ch er effect iven ess.
Within-layer relationship strategies
Wit h in -layer r ela t ion sh ip st r a t e gies r efer t o t h e r esea r ch st r a t e gies w h ich focu s on r ela -t ion sh ip s b e-t w een u n i-t s w i-t h in a n y on e layer of t h e t ot a l t ea ch er effect iven ess st r u ct u r e. T h ese st r a t e gies ca n b e fu r t h er cla ssifi ed in t o t h e follow in g k in d s:
The cell-cell approach within one layer T h e r esea r ch in vest iga t es t h e r ela t ion sh ip s b et w een se p a r a t e cells in on e layer. For exa m -p le, t o st u dy t h e r ela t ion sh i-p b et w een job sa t isfa ct ion a n d job effor t of in d iv id u a l t ea ch -er s (i.e. a ffect ive d om a in v s b eh av ior a l d om a in a t t h e in d iv id u a l t ea ch er level, or, t wo cells a t t h e in d iv id u a l level of t ea ch er p er for -m a n ce layer ). For a n ot h er exa -m p le, t o exp lor e t h e r ela t ion sh ip b et w een in d iv id u a l t ea ch er ’s job b eh av ior a n d w h ole sch ool t ea ch er s’ socia l b eh av ior a l n or m s (i.e. b eh av ior a l p er -for m a n ce a t in d iv id u a l level v s a t sch ool level in t h e t ea ch er p er for m a n ce layer ) is a t y p ica l t op ic in p a st or ga n iza t ion a l clim a t e st u d ies (Ash for t h , 1985; Ch en g, 1986; H a lp in , 1966).
The cell-array approach within one layer T h e r esea r ch focu ses on t h e r ela t ion sh ip b et w een on e cell a n d on e a r r ay w it h in a n y on e layer of t h e t ot a l t ea ch er effect iven ess st r u ct u r e. For exa m p le, t o st u dy t h e r ela t ion -sh ip b et w een w h ole sch ool b eh av ior a l n or m s (i.e. on e cell a t t h e sch ool level) a n d in d iv id -u a l t ea ch er ’s a ffect ive, b eh av ior a l a n d cogn t ive p er for m a n ce (i.e. on e a r r ay a t t h e in d i-v id u a l lei-vel) (see F igu r e 2).
The array-array approach within one layer T h e r esea r ch in vest iga t es t h e r ela t ion sh ip b et w een t wo se p a r a t e a r r ay s w it h in on e layer. For exa m p le, t o st u dy t h e r ela t ion sh ip b et w een over a ll in d iv id u a l t ea ch er p er for -m a n ce (i.e. on e a r r ay a t in d iv id u a l level) a n d over a ll gr ou p p er for m a n ce in t h e a ffect ive, b eh av ior a l, a n d cogn it ive d om a in s (i.e. on e a r r ay a t gr ou p level) is on e t y p ica l ca t e gor y of r esea r ch w h ich focu s oft en on t h e in fl u en ce of gr ou p dy n a m ics on t ea ch er s’ job effect iven ess (see F igu r e 3).
Inc luding c o nte xtual fac to rs in studying re latio nships within laye r
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lea r n in g p r ocesses. T h er efor e, ea ch of t h e a b ove a p p r oa ch es t o in vest iga t in g t h e r ela -t ion sh ip s w i-t h in layer s m ay a lso -t a k e -t h ese con t ext u a l in fl u en ces in t o con sid er a t ion in or d er t o d ee p en t h e u n d er st a n d in g of h ow t h ese r ela t ion sh ip s a r e con t in gen t on d iffer -en t con t ext u a l fa ct or s.
Com p a r ed w it h t h e in d iv id u a l u n it d escr ip -t ion s-t r a -t e gies, -t h e w i-t h in -layer r ela -t ion sh ip st r a t e gies seem t o b e m or e p ow er fu l b eca u se t h e st u d ies b a sed on t h ese st r a t e gies m ay p r ov id e m or e k n ow led ge a b ou t t h e r ela t ion -sh ip a m on g u n it s of on e layer of t h e t ot a l t ea ch er effect iven ess st r u ct u r e. H ow ever, t h ese st r a t e gies w h ich focu s on on ly on e layer y ield r esea r ch fi n d in gs w h ich st ill h ave lim i-t a i-t ion s for en h a n cin g i-t ea ch er effeci-t iven ess. T h ey ca n n ot p r ov id e a n y k n ow led ge a b ou t h ow t ea ch er com p et en ce a ffect s t ea ch er p er for m a n ce, h ow t ea ch er p er for m a n ce in fl u -en ces st u d -en t s’ lea r n in g exp er i-en ce, a n d h ow st u d en t lea r n in g exp er ien ce r ela t es t o lea r n in g ou t com es. T h er efor e, t a k in g b et w een -layer r ela t ion sh ip in t o con sid er a t ion sh ou ld
b e im p or t a n t w h en con ce p t u a lizin g r esea r ch on t ot a l t ea ch er effect iven ess.
Between-layer relationship
strategies
T h e b et w een -layer r ela t ion sh ip st r a t e gies r efer t o r esea r ch st r a t e gies w h ich focu s on t h e r ela t ion sh ip b et w een t wo r esea r ch u n it s t h a t a r e on t wo d iffer en t layer s. If t h e ch osen t wo layer s a r e a d ja cen t (e.g. t ea ch er com p e-t en ce layer a n d p er for m a n ce layer ; or e-t ea ch er p er for m a n ce layer a n d st u d en t lea r n in g exp e-r ien ce layee-r ; oe-r st u d en t lea e-r n in g exp ee-r ien ce layer a n d lea r n in g ou t com e layer ), t h e r ela -t ion sh ip b e-t w een -t wo r esea r ch u n i-t s -t o b e st u d ied m ay b e p er ceived a s a d ir ect r ela t ion -sh ip. If t h e ch osen t wo layer s a r e n ot a d ja cen t , t h e r ela t ion sh ip t o b e st u d ied m ay b e p er ceived a s a n in d ir ect r ela t ion sh ip. For exa m -p le, t h e r ela t ion sh i-p b et w een a t ea ch er ’s t ea ch in g st y le (i.e. in t h e t ea ch er
p er for m a n ce layer ) a n d st u d en t s’ feelin g of in t er est in lea r n in g (i.e. in t h e st u d en t lea r n in g exp er ien ce layer ) m ay b e a d ir ect r ela t ion -sh ip. Bu t t h a t b et w een a t ea ch er ’s a ca d em ic q u a lifi ca t ion (i.e. in t h e t ea ch er com p et en ce layer ) a n d st u d en t s’ sa t isfa ct ion in lea r n in g (i.e. in t h e st u d en t lea r n in g exp er ien ce layer ) m ay b e a n in d ir ect r ela t ion sh ip.
Accor d in g t o t h e ch oice of r esea r ch u n it s on layer s, t h er e m ay b e d iffer en t a p p r oa ch es t o con ce p t u a lizin g r esea r ch , a s follow s:
The cell-cell approach between two layers T h e r esea r ch in vest iga t es t h e r ela t ion sh ip b et w een t wo cells on t wo se p a r a t e layer s. For exa m p le, t o st u dy h ow in d iv id u a l t ea ch er ’s job com m it m en t (i.e. a cell in t h e t ea ch er p er for m a n ce layer ) r ela t es t o t h e lea r n in g a t t it u d es of a gr ou p (cla ss) of st u d en t s (i.e. a cell in t h e st u d en t lea r n in g exp er ien ce layer ).
The cell-array approach between two layers
T h e r esea r ch exp lor es t h e r ela t ion sh ip b et w een on e cell a n d on e a r r ay on t wo se p a -r a t e laye-r s. Fo-r exa m p le, t o st u dy h ow in d iv id u a l t ea ch er ’s job com m it m en t (i.e. a cell) r ela t es t o in d iv id u a l st u d en t ’s a ffect ive, b eh av ior a l, a n d cogn it ive p er for m a n ce in lea r n in g a ct iv it ies (i.e. a n a r r ay in t h e st u -d en t lea r n in g p er for m a n ce layer ).
The array-array approach between two layers
T h e r esea r ch focu ses on t h e r ela t ion sh ip b et w een t wo a r r ay s on t wo se p a r a t e layer s. For exa m p le, t o st u dy h ow t h e a ffect ive, b eh av ior a l, a n d cogn it ive p er for m a n ce of a gr ou p of m a t h em a t ics t ea ch er s (i.e. a n a r r ay
C
B
A
I
A = Affe c tive Do main, B = Be havio ral Do main, C = Co gnitive Do main B
S
Figure 2
Within-laye r re latio nship strate gy: an e xample o f the c e ll-array appro ac h within o ne laye r
C
B
A
I C
B
A
S
A = Affe c tive Do main, B = Be havio ral Do main, C = Co gnitive Do main
Figure 3
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Re se arc h o n to tal te ac he r e ffe c tive ne ss: c o nc e ptio n strate gie s
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in t h e t ea ch er p er for m a n ce layer ) r ela t es t o t h e a ffect ive, b eh av ior a l, a n d cogn it ive p er -for m a n ce of a cla ss of st u d en t s in lea r n in g a ct iv it ies (i.e. a n a r r ay in t h e st u d en t lea r n -in g p er for m a n ce layer ).
The cell-layer approach between two layers
T h e r esea r ch in vest iga t es t h e r ela t ion sh ip b et w een on e cell a n d on e se p a r a t e layer. For exa m p le, t o st u dy h ow t h e in d iv id u a l t ea ch er ’s com m u n ica t ion sk ills a ch ieved in a t r a in in g cou r se (i.e. a cell in t h e t ea ch er com p et en ce layer ) r ela t es t o t h e over a ll p er for -m a n ce of t h e st u d en t lea r n in g exp er ien ce layer. Obv iou sly, t h is is a lso a n exa m p le t o illu st r a t e t h e in d ir ect r ela t ion sh ip b et w een a cell a n d a layer.
The array-layer approach between two layers
T h e r esea r ch in vest iga t es t h e r ela t ion sh ip b et w een on e a r r ay a n d on e se p a r a t e layer. For exa m p le, t o st u dy h ow t h e a ffect ive, b eh av -ior a l, a n d cogn it ive p er for m a n ce of a gr ou p of la n gu a ge t ea ch er s (i.e. a n a r r ay in t h e t ea ch er p er for m a n ce layer ) r ela t es t o t h e over a ll a ch ievem en t of st u d en t s a t t h r ee levels in t h e t h r ee d om a in s (i.e. t h e st u d en t lea r n in g ou t -com e layer ).
The layer-layer approach
T h e r esea r ch in vest iga t es t h e over a ll r ela -t ion sh ip b e-t w een -t wo se p a r a -t e layer s. For exa m p le, t o st u dy h ow t h e ch a r a ct er ist ics of t h e w h ole t ea ch er p er for m a n ce layer r ela t e t o t h e over a ll a ch ievem en t of st u d en t s a t t h r ee levels in t h e t h r ee d om a in s (i.e. t h e st u d en t lea r n in g ou t com e layer ).
Som e exa m p les of t h e a b ove a p p r oa ch es a r e a lso illu st r a t ed in F igu r es 4 a n d 5. Com p a r a -t ively, -t h e fi n d in gs of a d ir ec-t r ela -t ion sh ip st u dy sh ou ld b e m or e u sefu l t h a n t h ose of a n in d ir ect r ela t ion sh ip st u dy b eca u se t h e r esu lt s of a n in d ir ect r ela t ion sh ip st u dy m ay b e com p lica t ed by m id d le layer (s) exist in g b et w een t h e in vest iga t ed layer s.
Inc luding the c o nte xtual fac to rs in studying re latio nships be twe e n laye rs
As sh ow n in t h e st r u ct u r e of t ot a l t ea ch er effect iven ess (F igu r e 1), t h e ext er n a l a n d in t er n a l t ea ch in g con t ext s a n d t h e p r eexist in g st u d en t ch a r a ct er ist ics m ay h ave in fl u -en ces on t h e d ir ect or in d ir ect r ela t ion sh ip s b et w een layer s. T h er efor e, it is im p or t a n t t o in clu d e t h ese con t ext u a l fa ct or s in r esea r ch a n d in vest iga t e h ow t h ey m od er a t e or in t er -fer e w it h t h e r ela t ion sh ip s b et w een layer s. In ot h er wor d s, t h e in clu sion of con t ext u a l fa c-t or s in c-t h e a b ove a p p r oa ch es ca n d ee p en c-t h e
u n d er st a n d in g of t h e con t in gen t n a t u r e of t ea ch er effect iven ess.
Obv iou sly, t h e b et w een -layer r ela t ion sh ip st r a t e gies a r e m or e p ow er fu l t h a n t h e ot h er st r a t e gies b eca u se st u d ies b a sed on t h ese st r a t e gies ca n p r ov id e m or e in for m a t ion a n d k n ow led ge a b ou t t h e lon git u d in a l r ela t ion -sh ip s b et w een com p on en t s of t h e t ot a l t ea ch er effect iven ess st r u ct u r e, a s sh ow n in F igu r e 1, a n d t h e fi n d in gs ca n b e m or e u sefu l t o en h a n cem en t of t ea ch er effect iven ess. T h er efor e, in t ea ch er effect iven ess r esea r ch , t h ese st r a t e gies sh ou ld b e st r on gly r ecom -m en d ed .
The whole structure strategy
In a d d it ion t o t h e a b ove st r a t e gies, w e m ay a d op t t h e w h ole st r u ct u r e of t ot a l t ea ch er effect iven ess t o con ce p t u a lize r esea r ch . T h is is t h e w h ole st r u ct u r e st r a t e gy w h ich t a k es a ll t h e layer s, a r r ay s, a n d cells in t o con sid er a -t ion a n d ca n p r ov id e a m or e com p r eh en sive u n d er st a n d in g of t ot a l t ea ch er effect iven ess in st ea d of on ly con sid er in g fr a gm en t a r y r ela t ion sh ip s b et w een se p a r a t e u n it s. Of cou r se, sin ce it in volves so m a n y fa ct or s a n d com p on en t s, it wou ld b e q u it e d ifficu lt in r esea r ch d esign p a r t icu la r ly in u sin g t h e q u a n t it a t ive a p p r oa ch . T h er efor e, ca se st u dy or q u a lit a t ive m et h od s wou ld b e p r efer a ble in u sin g t h e w h ole st r u ct u r e st r a t e gy t o con d u ct t ea ch er effect iven ess r esea r ch .
Research on the concept of
congruence
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Re se arc h o n to tal te ac he r e ffe c tive ne ss: c o nc e ptio n strate gie s
Inte rnatio nal Jo urnal o f Educ atio nal Manage me nt 1 2 / 1 [1 9 9 8 ] 3 9 –4 7
gies a n d t h e w h ole st r u ct u r e st r a t e gies. T h ey a r e list ed , a s follow s:
• T h e m or e t h e con gr u en ce of t ea ch er com p e-t en ce a cr oss d om a in s a n d a cr oss levels, e-t h e m or e t h e con t r ibu t ion of t h e t ea ch er com p e-t en ce layer e-t o e-t h e e-t ea ch er p er for m a n ce layer.
• T h e m or e t h e con gr u en ce of t ea ch er p er for -m a n ce a cr oss d o-m a in s a n d a cr oss levels (i.e. con gr u en ce w it h in t h e t ea ch er p er for -m a n ce layer ), t h e -m or e t h e con t r ibu t ion of t h e t ea ch er p er for m a n ce layer t o t h e st u -d en t lea r n in g exp er ien ce layer.
• T h e m or e t h e con gr u en ce of t h e st u d en t lea r n in g exp er ien ce a cr oss d om a in s a n d a cr oss levels (i.e. con gr u en ce w it h in t h e st u d en t lea r n in g exp er ien ce layer ), t h e m or e t h e con t r ibu t ion of t h e st u d en t lea r n in g exp er ien ce layer t o t h e st u d en t lea r n in g ou t com es layer.
In a d d it ion t o t est in g t h ese p r op osit ion s, st u dy in g h ow t o en su r e con gr u en ce w it h in t h e t ea ch er com p et en ce layer, w it h in t h e t ea ch er p er for m a n ce layer, a n d w it h in t h e st u d en t lea r n in g exp er ien ce layer t o b r in g a b ou t t ea ch er effect iven ess is a lso a n im p or -t a n -t a r ea for r esea r ch . T h is con gr u en ce a p p r oa ch is ver y d iffer en t fr om t h e t r a d it ion a l r esea r ch it h a it focu ses on ly on fr a gm en -t a r y a n d over -t a sp ec-t s of -t ea ch er
p er for m a n ce w it h ou t t a k in g t ot a lit y a n d con gr u en ce in t o con sid er a t ion .
Conclusion
To a gr ea t ext en t , t h e a b ove st r a t e gies r e p r e-sen t d iffer en t d e gr ees of com p lexit y of r esea r ch con ce p t ion . Com p a r a t ively, t h e con ce p t ion com p lexit y of r esea r ch u n it s va r ies w it h t h e cell a s t h e lea st , t h e a r r ay a s t h e secon d , a n d t h e layer a s t h e m ost com -p lex. T h e con ce -p t ion com -p lexit y of st r a t e gies a lso follow s a h ier a r ch y w it h t h e in d iv id u a l u n it d escr ip t ion st r a t e gies a s t h e lea st , t h e w it h in -layer r ela t ion sh ip st r a t e gies a s t h e secon d , t h e b et w een -layer st r a t e gies a s t h e t h ir d a n d t h e w h ole st r u ct u r e st r a t e gy a s t h e m ost com p lex. Obv iou sly, in clu sion of t h e in t er n a l a n d ext er n a l con t ext s a n d p r e-exist in g st u d en t ch a r a ct er ist ics in t o r esea r ch w ill in cr ea se t h e con ce p t ion com p lexit y of ea ch st r a t e gy. F u r t h er m or e, in clu sion of t h e con ce p t of con gr u en ce b et w een d om a in s a n d b et w een levels in t o r esea r ch w ill en r ich r esea r ch con ce p t ion a n d su p p or t t h eor y d evelop m en t t o exp la in h ow t o en h a n ce t ea ch er effect iven ess. In or d er t o b r in g a b ou t m ea n in gfu l fi n d in gs for im p r ov in g ed u ca -t ion a l p r a c-t ice a n d en h a n cin g -t ea ch er effec-t iven ess, in ev ieffec-t a b ly m or e sop h iseffec-t ica effec-t ed r esea r ch con ce p t ion s a n d st r a t e gies a r e n eed ed . T h e st r a t e gies d evelop ed fr om t h e t ot a l t ea ch er effect iven ess fr a m ewor k ca n p r ov id e a w id e r a n ge of a lt er n a t ives for r esea r ch er s t o con ce p t u a lize t h eir st u dy of t ea ch er effect iven ess a s w ell a s sch ool effec-t iven ess.
H op efu lly, t h e com in g ed u ca t ion a l r efor m s ca n b en efi t fr om r esea r ch on t ea ch er effect iven ess u sin g m or e sop h iseffect ica effect ed a n d com -p r eh en sive con ce -p t ion st r a t e gies in b ot h loca l a n d in t er n a t ion a l con t ext s.
A = Affe c tive Do main, B = Be havio ral Do main, C = Co gnitive Do main I = Individual Le ve l, G = Gro up Le ve l, S = Sc ho o l Le ve l
C
B
A
S C
B
A
I
Array-Array Appro ac h
C
B
A
G Ce ll-Array Appro ac h
C
I A
I
Ce ll-Ce ll Appro ac h
B
I
Units on Teacher Competence Layer Teacher Performance Layer
Figure 4
Yin Che o ng Che ng and Kwo k Tung Tsui
Re se arc h o n to tal te ac he r e ffe c tive ne ss: c o nc e ptio n strate gie s
Inte rnatio nal Jo urnal o f Educ atio nal Manage me nt 1 2 / 1 [1 9 9 8 ] 3 9 –4 7
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