Original Research
Teacher effectiveness: an issue in educational administration
Curationis | Vol 2, No 3 | a479 |
DOI: https://doi.org/10.4102/curationis.v2i3.479
| © 1979 Mirinda Coetsee
| This work is licensed under CC Attribution 4.0
Submitted: 27 September 1979 | Published: 27 September 1979
Submitted: 27 September 1979 | Published: 27 September 1979
About the author(s)
Mirinda Coetsee,, South AfricaFull Text:
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Much of the lustre of the 1950-60 era of an abundance of faculty positions, polite students, and a swift increase in salary has changed considerably. A paucity of faculty positions, student revolts, and" a declining economy are present-day realities. Faculty members are enjoined to do more socially profitable research, to teach more students and more courses. They are admonished to understand students’, to be interested in their development, to be ‘relevant’ in their teaching, and are constantly reminded that learning involves more than mastery of the abstract content of the discipline.
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