Inferring constructs of effective teaching from classroom observations
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Abstract
This study examines effective instructional constructs grounded in Saudi Arabian English language teaching observations using Principal Component Analysis (PCA) that identifies four dimensions: adaptability, student engagement, instructional approaches, and instructional environment organisation. These dimensions together explain 62.32% of instructional practice variance and establish the multidimensionality of effective instruction. Dimension 1, contributing the most to variance (19.18%), encapsulates instructional structure and classroom management. These measures capture student engagement, the use of dynamic teaching strategies, and responsiveness to student diversity—crucial elements of pedagogical competence in English as Foreign Language (EFL) settings. Following models such as the Classroom Assessment Scoring System (CLASS) and the Framework for Teaching (FFT), the findings validate the critical need for robust teacher evaluation systems and related professional development. Based on systematic observation in the classroom and quantitative analysis, this study offers valuable lessons for teachers, school leaders, and policymakers who want to enhance instructional quality and student achievement.
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