Abstract
Several scholars have examined teacher effectiveness over the last few decades. However, much less research has been conducted on the effectiveness of English language teachers in non-Western higher education institutions. The current study compares Egyptian university students’ and teachers’ perceptions regarding the effectiveness of English language teachers. Data were collected from 162 students and 41 teachers using Moafian et al.’s (2019) questionnaire which consisted of 45 items classified into 7 categories. The results showed that the participants highly valued the teachers’ ability to provide attention to all. This was followed by class attendance, care and enthusiasm, morality, teaching boosters and teacher accountability respectively. The least ranked category was evaluation. The results also showed no significant differences between the students’ and the teachers’ perceptions as both shared similar views about the characteristics that constitute English language teacher effectiveness. The study is expected to provide suggestions to improve the understanding of the construct of the English language teacher effectiveness among teachers and students in Egypt. The study also proposes a number of relevant directions for future research.
