ABSTRACT

This study aimed to investigate the impact of the school environment at Luocheng Central Middle School on teachers’ teaching effectiveness. The study utilized mixed research approach employing both quantitative and qualitative methods. There were 112 teachers of Luocheng Central Primary School who were employed in the school year 2022-2023. The data gathering tools included a self-made checklist, questionnaire on school environment, questionnaire on teaching effectiveness and open-ended questions. Results indicate that most participants are female and belong to the age bracket of 41-50 years old, with a generally very good and good assessment of their school environment in terms of physical and psychological environment, and social and cultural environment. Significant differences in assessment of the school environment were observed when participants were not grouped by age, gender, and years in services, respectively. In addition, the results also showed that participants have high level of teaching effectiveness in terms of learning outcomes, content, strategies, use of technology, assessment, and classroom management. Inferential tests revealed significant differences in the level of teaching effectiveness of the participants along strategies when grouped according to gender, age, and years of service. Moreover, a significant positive relationship was found between the school environment and the teaching effectiveness of the participants. On the other hand, the participants faced challenges such as limited internal and external resources of the school, changing curriculum standards, excessive standardized testing pressure, lack of engagement and motivation, lack of support and collaboration, and difficulty in balanced content knowledge and pedagogy which impacted their school environment and teaching effectiveness. The study underscores the need for a comprehensive intervention program to improve the school environment and teachers’ teaching effectiveness.

Keywords: academic performance, academic warning model, academic assistance, xGboost algorithm, decision support system
https://doi.org/10.57180/ktfu2645