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This research was undertaken to study the effectiveness of elementary school teachers with pupils, aged 8, entering Gambian schools. The investigator attempts to describe what teachers do, to search for associations between theoretically or empirically derived variables and learning, and to infer the power of given factors in instructional procedures which may make practical differences in sought outcomes. Following a review of relevant literature on teacher effectiveness, the methodology of the study is outlined. The sample included 16 urban, semi-urban, and rural elementary schools. Observations, lesson plan assessments, teacher questionnaires, and pupil achievement tests were employed. Data were analyzed in terms of class size, teachers' qualifications, teachers' experience levels, lesson preparation, classroom environment, classroom communication, teachers' attitudes, pupils' attainment of Primary 1 mathematics objectives, problems of teaching Primary 1 mathematics, and correlations between variables. Finally, conclusions and recommendations are given. Appendices contain the teacher questionnaire, the observation and assessment guide, and achievement test items. (MNS)

an: ED234987; docTypes: Reports - Research ; Dissertations/Theses; pubTypes: DissertationReport;