Dr. V.

Orrestes Romualdez Educational Foundation

Review of Related Literature

A research draft

Members:
Casimpan, Mae Belle
Flores, Jaime Jon
Gorre, Allyssa Anne
Lim, Aimee
Salvatierra, Venz Rebber
Sudario, Zyann
Turla, Luis Miguel

February 27, 2020

II. Review of Related Literature 

Problems for Teachers That Limit Their Overall Effectiveness

There are many problems that teachers face and many factors that affect educators
teaching performance. Balancing a Wide Range of Student Needs is a factor when it comes to
limiting a teacher's effectiveness, this is due to the fact that there is a diversity in students,
though this can affect any school, public schools are the ones that are the most affected. Lack of
Parental Support is another factor, when parents do not support the efforts of their children. A
partnership between school and home is the most effective way of improving the learning
experience of students. Lack of Proper Funding also is a factor, with low funding the learning
experience of students may be affected due to an increase in class sizes. Overemphasis on
Standardized testing also affects effectiveness of teaching, as said, students vary in their skills
and knowledge resulting to standardized testing to be an ineffective method of assessment. Poor
Public Perception also is a factor, mostly due to media, a rising stigma has come to make people
believe the negativity of teachers, making people unaware of the true dedication of other
teachers. Educational Trends is also a factor, where failing education forces the use of
educational trends which may be too rapid or may affect the teaching and learning experience of
both the teacher and the students in a negative manner. There are many factors that may affect
the teaching performance of educators, learning about these is the key to improving teachers'
effectiveness for the improvement of students' learning experience. 

(https://www.thoughtco.com/problems-for-teachers-that-limit-their-overall-effectiveness-
3194679) 

Problems Encountered by Teachers in the Teaching-Learning Process: A Basis of an Action Plan

The majority of teachers hold only a bachelor's degree. Teachers experienced a moderate
extent of problem in the functional daily lesson plans preparation, very high extent of problem in
the unavailability of personal laptops for academic purposes, and high extent of problem in the
following areas: insufficient number of computer units in schools for ICT integration; large class
size; damaged/obsolete computer units; unsupportive parents; absenteeism; conceptualizing
classroom rules written in the English language; observance of classroom rules; bullying; work;
uninterested students; lying; littering; students’ care giving; and dirty shoe cover contamination.
There is a significant, inverse and weak relationship between the functional daily lesson plan
preparation and the performance in IPCRF of the teachers. A significant, inverse and weak
relationship existed between the number of teaching years and teachers’ problems in classroom
management. The performance of teachers is a  satisfactory level. The relationship between
Teachers, students and the working environment is necessary to understand why teachers face
these difficulties. 

(https://www.researchgate.net/publication/324606765_Problems_Encountered_by_Teachers_in_
the_Teaching-Learning_Process_A_Basis_of_an_Action_Plan) 

Beginning teachers’ challenges in their pursuit of effective teaching practices

Teachers align themselves with their schools’ expectations of effective teaching

practices. Research findings emerging from a sociocultural-ethnographic framework revealed
that participants challenged their own beliefs about effective teaching practices in aligning
themselves with their schools’ expectations. In complying with routine expectations, teachers
embraced predominantly teacher-centred practices, rather than a student-centred approach. Given
the ongoing effort to augment the quality of education in the Seychelles, teachers’
implementation of and access to evidenced-based practices could be recognised as part of this
endeavour.  Teachers may adjust to what seems to be the ideal teaching method according to the
school they are in, this may cause inefficiency in teaching for a student-teacher approach may be
more effective, and through it the relationship between teachers and students may be formed to
improve the teaching performance of educators. 

(https://www.tandfonline.com/doi/full/10.1080/2331186X.2014.991179) 
Theoretical Framework

This study is anchored on the "Theory of Sustained Optimal Challenge in Teaching and
Learning" by Shaheen Ahmed, Ph. D. Yerkes-Dodson law suggests an optimal level of arousal
for the best performance in learning tasks. Ideally, the instructors’ expectations should match the
abilities and inabilities of students. The theory of sustained optimal challenge facilitates student
learning by achieving primarily three objectives: (1) continually adjusts the speed and content
difficulty levels over the course of teaching and learning; (2) matches the instructors’
expectations with the students’ aptitudes (abilities and inabilities); and (3) finally, reduces the
variation in student learning. The effect of central limit theorem, teaching and learning theories,
learning outcomes, and student feedback supported the proposed theory in a wide range of
disciplines, including, Statistics, Mechanics, Quality, and Ergonomics. Sustained optimal
challenges were observed in most courses taught utilizing the proposed theory. The theory
suggests that teachers aim to adjust their way of teaching depending on the aptitudes by his or
her students which may limit the teaching outcomes of an educator. 

(https://journals.sagepub.com/doi/abs/10.1177/1541931213601584?journalCode=proe)