This study investigates the characteristics of an effective teacher from the perspective of school principals in the Ramtha District Education Directorate, Jordan. Employing a descriptive-analytical design, a structured questionnaire comprising 25 items was administered to a stratified random sample of 52 school principals. The findings reveal that the overall level of effective teacher characteristics is moderate (M = 2.73, SD = 0.46). Inferential statistical analyses indicate no statistically significant differences in principals’ perceptions attributable to gender, academic qualification, or school type at the significance level (? = 0.05). These results suggest a relatively homogeneous conceptualization of teacher effectiveness among school leaders. This study contributes to the growing body of literature on teacher effectiveness by providing empirical evidence from a Middle Eastern educational context. It highlights the multidimensional nature of teacher effectiveness, encompassing professional, personal, and social dimensions, and offers implications for teacher preparation, professional development, and educational leadership.
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