Student or educator? Sign up with your school email and get 6 months of Pro free.
CoChat
Sign Up
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
Open this paper in CoChat — free account

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

Integrity signals

Registry

Crossref · 10.1016/j.tate.2018.03.005

Cites

8 of 8 references verified0 citation errors · 0 not checkable

Statistics

Recomputing p-values needs the paper’s full text.

Verification

Claims the paper makes

We couldn’t retrieve this paper’s full text, so its claims and self-check weren’t run. The registry and citation checks still apply.

Claims other papers make about this one

Each is checked against this paper’s own text: does it say what the citing paper says it does?

Citations

Cites

Show all 8 references

Research works printed but not linked: 26

  1. Berliner, 2001, Learning about and learning from expert teachers, International Journal of Educational Research, 35, 463, 10.1016/S0883-0355(02)00004-6 · DOI
  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
  25. Stoll, 2006, Professional learning communities: A review of the literature, Journal of Educational Change, 7, 221, 10.1007/s10833-006-0001-8 · DOI · Paper page
  26. Stronge, 2011, What makes good teachers good: A cross-case analysis of the connection between teacher effectiveness and student achievement, Journal of Teacher Education, 62, 339, 10.1177/0022487111404241 · DOI

Cited by

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

About these checks

Registry, retraction, Cites and statistics results are computed, not judged, with one exception: a printed reference that no index lists is read once by a model before it counts as a citation error. Claims are extracted by a model and kept only when their quote appears verbatim in the text; each cited source is then checked, with a model’s help, for whether it says what the claim relies on. Those verdicts can be wrong — read the claim’s quote and the cited source before relying on one.

Statistics and arithmetic are recomputed, not judged.

Confidence bands are shown only for fields calibrated on our annotated test set. None is calibrated yet, so no band is shown.

What counts as a claim ›How we measure confidence ›How we check this ›

Are you an author, or do you see a problem with this page? Request a review

Data sources

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.