Exploring Students And Teachers Perceptions On Characteristics Of Best Efl Teachers Bedessa Secondary And Preparatory School (grades 11 And 12 In Focus)

This paper presents a research finding that aimed to explore the perceptions held byrnstudents and teachers about the characteristics of best EFL teachers and to compare thernperceptions held by the two groups on the characteristics of best English languagernteachers in Bedessa town (Western Hararghe Zone). In this study, 3S preparatory studentsrnand 20 English language teachers were involved. The data were collected through a fi vepointrnrating scale questionnaire consisting of three categories of effective teaching:rnEnglish proficiency, pedagogical knowledge and socio-affective ski lls (personalrnattributes). Overall, the students perceived significantly different characteristics from thernteachers in all the three categories with the students' high ranking to pedagogicalrnknowledge and the teachers' high ranking to English proficiency. Both students andrnteachers believed that a best English teacher should read, write and speak English well,rnprepare the lesson well, be able to explain things well, use lesson plans properly, providerninteresting activities, arouse students' motivation for learning English, build students'rnself-confidence in order to learn English well, and positive attitudc, bc punctual,rnencourage students to achieve better, and be helpful to students in and outside thernclassroom.

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