Factors Influencing Teaching Quality in Management Education USA

This report analyzes factors affecting teaching quality within the US management education system. It emphasizes the crucial role of administrative support, teacher training programs, and teacher retention in fostering a positive learning environment. The report highlights the impact of these factors on student development, suggesting that adequate skill development and refreshment facilities for teachers are essential for maintaining a high standard of education. Furthermore, the report underscores the significance of effective communication between teachers and students. The conclusion points out that retaining good teachers through improved facilities and training programs is key to ensuring a well-established and developed educational system. The author references several scholarly articles to support the analysis, offering a comprehensive overview of the subject.

Running head: MANAGEMENT
Management
Name of the Student:
Name of the University:
Author’s Note:

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Teaching process is the very building block of the growth and development of students. In other
words, the future of the students depends upon the different ways in which they are receiving the
education from their teachers in school (El-Masri & Tarhini, 2017 ).
1. The topic that is being dealt in the article is about the different factors that can affect the
teaching quality in the educational system in USA. In order to make sure that the teaching
quality is being enhanced it is the duty or the responsibility of the school management to
make sure that they are giving the needed support to their teachers (Gay, 2018). It is
evident from this article that administrative support is one of the major aspects that
determines rye teaching quality on the schools. If the teachers are getting a proper skill
develop entertaining system then they will be able to keep pace with the changing
educational system and also be able to cater to all the different needs and demands of the
students (Tehseen & Hadi, 2015). It can be said that urge researchers are not satisfied
with the job facilities as they will be demotivated and will naturally lose their interest in
teaching. Therefore this can have a negative impact on the ongoing educational system. It
is also evident from the article that there must be proper refreshment facilities available
for the teachers so that they can free themselves from the burden of work for some time
and then resume. This will surely be very helpful for the teachers in maintaining a
consistency and also in improving the quality of teaching.
2. The criteria were outlined properly and also dealt with in a clear manner. The review has
also taken the reflections from the past journals and made sure that they readers are able to
get an insight from all.

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3. The article is comprehensive as the narrative is crisp and is also written in a clear manner.
This has dealt with one of the very useful subjects and also pointed out the different measures
that can be undertaken by the schools for the development of the teacher educational program
(Sutcher, Darling-Hammond & Carver-Thomas, 2016).
4. The major trends in the conclusion of the article talks about the various motivational
factors that can boost up the morale of the teachers. This in turn will be helping the teachers
to give in all the possible efforts for the overall development of the students and the teaching
system will be improved naturally. There must be a proper horizontal communication system
among the teachers and students so that the education system can be a smoothly flowing
process and can be conducted in a proper manner.
5. The validity of the conclusion is that one of the major aspects affecting educational system
is the retention of good teachers. In order to do this the school administration system must
develop better facilities or teachers like the teachers training program and help the teachers to
overcome their skill gaps. This will help them to make sure that students are getting a well
established and developed educational system.

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References
El-Masri, M., & Tarhini, A. (2017). Factors affecting the adoption of e-learning systems in Qatar
and USA: Extending the Unified Theory of Acceptance and Use of Technology 2
(UTAUT2). Educational Technology Research and Development, 65(3), 743-763.
Gay, G. (2018). Culturally responsive teaching: Theory, research, and practice. Teachers
College Press.
Sutcher, L., Darling-Hammond, L., & Carver-Thomas, D. (2016). A coming crisis in teaching?
Teacher supply, demand, and shortages in the US.
Tehseen, S., & Hadi, N. U. (2015). Factors influencing teachers’ performance and
retention. Mediterranean Journal of Social Sciences, 6(1), 233.