Stakeholders’ Perceptions of Effective EFL Teachers

Teacher preparation is important as the component of teachers’ ongoing learning and development. Well-designed teacher preparation can also be a powerful vehicle for preparing the next generation of teachers to implement new curriculum and innovative teaching methods. The rationale for this quantitative study was to explore stakeholders’ perceptions of effective EFL teachers in the EFL pre-service education program at Mahasarakham University, Thailand. The questionnaires were completed by stakeholders (472 students, 34 EFL pre-service teachers and 70 school administrators). The results of this study showed that the top three categories of EFL effective teachers, according to the students, were: (1) EFL teachers’ knowledge (2) teacher-student relationship in effective EFL teachers, and (3) attributes of EFL teachers. The top three categories of EFL effective teachers, according to the EFL pre-service teachers were: (1) EFL teachers’ professional attributes (2) EFL teachers’ pedagogical approaches, and (3) characteristics of good EFL teachers. The top three categories of EFL effective teachers, according to the school administrators, were: (1) EFL teachers’ professional attributes (2) EFL teachers’ interpersonal skills, and (3) EFL teachers’ pedagogical approaches. The information gleaned here will be used to revise the EFL pre-service teacher education program