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Cited by 45Teacher Education and Leadership StudiesEvaluation of Teaching PracticesSchool Leadership and Teacher Performance

The DOI matches its Crossref record; 8 of the 8 references it cites were found in a registry or an index.

Framing the roles and responsibilities of Excellent Teachers: Evidence from Malaysia

Open access
Tengku Ariffin, Tengku Faekah, Bush, Tony, Nordin, Hasniza·2018·Teaching and Teacher Education
DOI 10.1016/j.tate.2018.03.005
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Abstract

This paper is based on a study of the role and responsibilities of excellent teachers, as described by the teachers themselves and their role sets (Merton 1957). The data collected via the semi-structured interviews with the teachers were triangulated with documents which show official expectations of excellent teachers. Data were also compared with interviews carried out with other teachers, school administrators and the inspectors, to provide a 360-degree view on the roles and responsibilities of excellent teachers. Five themes emerged from the data analysis, respectively focusing on their roles as teacher, context expert, facilitator, mentor, and innovator.

Overview

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Crossref · 10.1016/j.tate.2018.03.005

Cites

8 of 8 references verified0 citation errors · 0 not checkable

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Citations

Cites

Show all 8 references

Research works printed but not linked: 26

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  2. Berliner, 2004, Describing the behaviour and documenting the accomplishments of expert teachers, Bulletin of Science, Technology & Society, 24, 200, 10.1177/0270467604265535 · DOI
  3. Brinslin, 1970, Back-translation for cross-cultural research, Journal of Cross-Cultural Psychology, 1, 185, 10.1177/135910457000100301 · DOI · Paper page
  4. Bush, 2016, Master teachers as teacher leaders: Evidence from Malaysia and the Philipines, International Studies in Educational Administration, 43, 81
  5. Chaplain, 2008, Stress and psychological distress among trainee secondary teachers in England, Educational Psychology, 28, 195, 10.1080/01443410701491858 · DOI
  6. Connelly, 2007, Chartered teacher: Accrediting professionalism for Scotland's teachers - a view from the inside, Journal of In-service Education, 33, 91, 10.1080/13674580601157752 · DOI
  7. Darling-Hammond, 2000, Teacher quality and student achievement: A review of state policy evidence, Educational Policy Analysis Archives, 8
  8. Fairman, 2012, Spheres of teacher leadership action for learning, Professional Development in Education, 38, 229, 10.1080/19415257.2012.657865 · DOI
  9. Fairman, 2015, How teacher leaders influence others and understand their leadership, International Journal of Leadership in Education, 18, 61, 10.1080/13603124.2014.904002 · DOI
  10. Fuller, 2013, Advanced skills teachers: Professional identity and status, Teachers and Teaching: Theory and Practice, 19, 463, 10.1080/13540602.2013.770228 · DOI
  11. Hamzah, 2008, Excellent teachers' thinking model: Implications for effective teaching, Australian Journal of Teacher Education, 33, 10, 10.14221/ajte.2008v33n4.2 · DOI
  12. Hanushek, 2006, Teacher quality, Vol. 2, 1051
  13. Hellsten, 2009, Teacher induction: Exploring beginning teacher mentorship, Canadian Journal of Education, 32, 703
  14. Hoque, 2012, Excellent teachers and their job satisfactions: An analysis at Malaysia's standpoint, International Journal of Academic Research in Progressive Education and Development, 1, 1, 10.6007/IJARPED/v1-i4/12015 · DOI
  15. Hord, 2009, Professional learning communities: Educators work together toward a shared purpose, Journal of Staff Development, 30, 40
  16. Ibrahim, 2013, What master teachers do: A case study of planning, facilitating, role modelling and developing materials, International Education Studies, 6, 86, 10.5539/ies.v6n6p86 · DOI
  17. Khan, 2014, Job demands, burnout and resources in teaching a conceptual review, World Applied Sciences Journal, 30, 20
  18. Kristof-Brown, 2005, Consequences of individual's fit at work: A meta-analysis of person-job, person-organization, person-group and person-supervisor fit, Personnel Psychology, 58, 281, 10.1111/j.1744-6570.2005.00672.x · DOI · Paper page
  19. Krull, 2007, Differences in teachers' comments on classroom events as indicators of their professional development, Teaching and Teacher Education, 23, 1038, 10.1016/j.tate.2006.02.001 · DOI
  20. Langdon, 2011, Shifting perception and practice: New Zealand beginning teacher induction and mentoring as a pathway to expertise, Professional Development in Education, 37, 241, 10.1080/19415257.2010.509658 · DOI
  21. Pennanena, 2016, What is ‘good’ mentoring? Understanding mentoring practices of teacher induction through case studies of Finland and Australia, Pedagogy, Culture & Society, 24, 27, 10.1080/14681366.2015.1083045 · DOI
  22. Robbs, 2012, Learning from the best: A study of the growth, goals and methods of exemplary teachers, Journal of Advertising Education, 16, 5, 10.1177/109804821201600202 · DOI
  23. Rockoff, 2010, Subjective and objective evaluations of teacher effectiveness, The American Economic Review, 110, 261, 10.1257/aer.100.2.261 · DOI · Paper page
  24. Sekiguchi, 2004, Person-organization fit and person-job fit in employee selection: A review of the literature, Osaka Keidai Ronshu, 54, 175
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Cited by

See all 45

Metadata

Authors
Tengku Ariffin, T. F., Bush, T., & Nordin, H.
Affiliations
  • University of Nottingham Malaysia Campus (MY)
  • Universiti Utara Malaysia (MY)
ORCID
Venue
Teaching and Teacher Education
Publisher
Elsevier BV
Published
2018-07
Volume
73
Pages
14-23
ISSN
0742-051X (ISSN-L)
DOI
10.1016/j.tate.2018.03.005
OpenAlex
W2794103978
Cited by
45
References
8
Citations by year
2026: 3 · 2025: 7 · 2024: 4 · 2023: 5 · 2022: 7 · 2021: 4 · 2020: 8 · 2019: 5 · 2018: 2
FWCI
15.44
Type
journal article
Language
en
Open access
Licence
Locations
  • Teaching and Teacher Education (publishedVersion)
  • Universiti Utara Malaysia Institutional Repository (Universiti Utara Malaysia) (submittedVersion)
  • Nottingham ePrints (University of Nottingham) (submittedVersion, cc-by-nc-nd)
  • Repository@Nottingham (University of Nottingham) (submittedVersion, cc-by-nc-nd)
Funders
Ministry of Higher Education Malaysia (3136)
Topics
  • Social Sciences › Education › Teacher Education and Leadership Studies
  • Social Sciences › Education › Evaluation of Teaching Practices
  • Social Sciences › Education › School Leadership and Teacher Performance
Keywords
exemplary teachers, teacher roles and responsibilities, role sets, teacher self-perception, teacher as facilitator, teacher mentoring, teacher as innovator, school administrators' perceptions, Malaysia

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CoChat. (2026). Citation check: Framing the roles and responsibilities of Excellent Teachers: Evidence from Malaysia. https://app.cochat.ai/papers/10.1016/j.tate.2018.03.005
The paper
Tengku Ariffin, T. F., Bush, T., & Nordin, H. (2018). Framing the roles and responsibilities of Excellent Teachers: Evidence from Malaysia. Teaching and Teacher Education. https://doi.org/10.1016/j.tate.2018.03.005

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Bibliographic data: Semantic Scholar, OpenAlex, Crossref.

Contains information from the Semantic Scholar Academic Graph Datasets, made available under the ODC Attribution License (ODC-BY 1.0).

Semantic Scholar’s data is described in: Kinney, R., et al. (2023). The Semantic Scholar Open Data Platform. arXiv:2301.10140.