Global Journal of Human Social Science, G: Linguistics and Education, Volume 23 Issue 8

teachers. Therefore, aspiring Bangladeshi teachers need to work hard to achieve desired qualities of an effective teacher through proper training and motivation. The researchers will explain the challenges students might face while becoming good English teachers in the next section. b) Challenges of becoming Efficient Teachers Hard work is essential for becoming an effective teacher. Teachers need to conquer certain qualities so that they can get proper love and respect from their students. A teacher cannot achieve those qualities in one day rather they need to gather experiences from various places. Before joining the teaching profession, aspiring teachers should become competent in a particular subject that they are going to teach their students. According to Dwivedi (2012), without having proper knowledge of a particular subject one cannot become an effective teacher. Therefore, content knowledge plays a significant role in the career of new teachers. Moreover, a strong academic background can make teachers efficient in their teaching profession. Teachers who have poor academic backgrounds cannot become successful teachers (Dwivedi, 2012). For instance, for private university M.A students if the university authority recruits only S.S.C pass teachers then students will not get their desired benefits and teachers will also face problems while delivering their lectures. Advanced level knowledge is important for Master’s level teachers. In addition, if teachers are well-trained and have strong academic backgrounds they can use interesting materials for their students inside the classroom. Dwivedi (2012) in his article stated that a lack of up-to-date books and materials can hamper students’ learning process. Moreover, teachers should not only rely on books rather they should make their classes interactive for their students. Dwivedi (2012) also mentioned that proper communication is needed among teachers- students inside the classroom. Introvert teachers cannot become effective teachers in the context of Bangladesh. Teacher-centered strategies mostly dominate the classroom (Dwivedi, 2012). If we consider Bangladeshi classrooms, most of the strategies are only teacher- oriented. This may create a challenging situation for the students because they will not get enough opportunities to share their ideas with their teachers. Teachers should adopt teacher- students-oriented strategies in which teachers and students both can participate in classroom discussions. Students can express their opinions and teachers can monitor their progress in learning. Therefore, teacher-centered techniques need to be avoided by effective teachers. In the next part, the researcher will explain the information gap in the existing literature. c) Research Gap It appears from the existing literature that teachers have positive as well as negative qualities. The existing literature reveals students’ and teachers’ perspectives on the characteristics of effective teachers who belong to various countries, for instance, the USA, Sri Lanka, Saudi Arabia, and Bangladesh. The literature review section also explains the obstacles that teachers may face while becoming good teachers. The researcher mentioned some of the challenges, for example, lack of content knowledge, poor academic background, lack of communication skills, etc. Academic research on the qualities of an effective teacher: Perspectives of tertiary-level students is inadequate in the context of Bangladesh. None of the researchers mentioned the leadership quality of a teacher, its importance and the negative qualities of a teacher in their articles. This study will explore the qualities that Bangladeshi tertiary-level students expect from their teachers, and the challenges that aspiring teachers may face while becoming effective teachers in Bangladesh. Moreover, the researchers in the existing literature followed quantitative and mixed methods. In this study, the researcher will follow qualitative methods to get in-depth insights from the participants. III. M ethodology a) Research Design Qualitative research method was used to conduct this research. The main feature of qualitative method is to investigate a central problem and develop an elaborate understanding of that problem. (Creswell, 2012). This research method is useful for the researcher to collect in- depth information from the participants. The researcher chose the inductive approach for this study. The purpose of using an inductive approach is that this approach can generate reliable and valid findings by scrutinizing qualitative data and the inductive approach is easier than other approaches in analyzing qualitative data. (Thomas, 2006). The researcher collected participants’ opinions through semi-structured interviews to collect detailed information. The following section will highlight the research questions of this study. b) Research Questions The research questions of this study are: 1. What are the qualities Bangladeshi tertiary-level students expect from their teachers? 2. How do aspiring teachers (tertiary-level students) become effective teachers? c) Participants Choosing an appropriate sampling technique is essential for conducting a research. Purposive homogenous and snowball sampling techniques were adopted for the study. According to © 2023 Global Journals Volume XXIII Issue VIII Version I 75 ( ) Global Journal of Human Social Science - Year 2023 G Qualities of an Effective Teacher: The Perspectives of Tertiary-Level Students in Bangladesh