Secondary School Teachers’ Perceptions of the Qualities of Effective EFL Teachers in Saudi Arabia

Abstract

This study examined the perceptions of 138 Saudi secondary school male English teachers in Riyadh regarding the qualities of an effective EFL teacher. It aimed to investigate these qualities and explore the relationship between teachers’ experiences and perceptions. A survey research design was used, with data collected through a 5-point Likert-scale questionnaire. Descriptive analysis and an independent t-test were conducted. The findings revealed that effective EFL teachers possess various qualities in personal quality, attitude, pedagogical knowledge, subject matter knowledge, and classroom practice. Teachers considered all these qualities essential. However, no significant relationship was found between teachers’ experience and their perceptions of effective EFL teacher characteristics.