What is Course

Research on school effectiveness largely relates to ways of measuring the quality of a school, which is often quantified in terms of students' ‘academic' achievement. The impetus for this research was the recognition that as a pre-university pathway provider, the lecturers at the Eynesbury Institute of Business and Technology (EIBT) face increasingly complex and divergent academic challenges stemming from its 98-100% international student demographic. An anonymous survey comprising two open-ended questions was distributed to EIBT staff for reflection. Rich narrative data from 10 respondents elucidates varied understanding(s) of the difference(s) between ‘teacher' and ‘teaching' quality, as well as recommendations for their own Professional Development (PD). It is the author-practitioner's belief that institutional advancement requires greater attention to ‘teaching' rather than ‘teachers', and that PD is a collective effort that is fundamental to overall scholastic success.