Teacher professional development is critical because teachers play a pivotal role in students' positive learning experience in schools. In particular, teachers' systematic class goal-setting practice is important for their performance outcomes such as effective classroom management and student learning. This study investigates the effects of teachers' engagement in class goal-setting activities using strategies derived from Analysis, Design, Development, Implementation, and Evaluation (ADDIE) framework as a systematic guideline by exploring the relationship among the four variables: teachers' class goal-setting, their partnership with stakeholders, teacher effectiveness, and student satisfaction. By using Process analysis techniques to estimate the dual mediation model on data from 55 elementary school teachers and their 1790 students, the findings indicate the positive relationship between teachers' systematic efforts for their class goal setting and student satisfaction was fully and sequentially mediated by teachers' partnership activities with the stakeholders and perceived teacher effectiveness. The findings propose the importance of teachers' systematic goal-setting strategies in their classes, which can be developed for professional development opportunities leading to successful performance outcomes. The study also highlights the various indirect effects produced by teachers' engagement in class goal setting. The practical implications of the research as well as theoretical contributions for teachers are discussed.

Many studies claimed that teachers are influential in classroom from the perspective; the human beings present in the classroom interact in a complex context to which students are susceptible in many aspects of learning. Especially in language classrooms, teachers are assumed to be more important and influential, which means that a teacher can play a greater part in helping the students to learn the language. Thus, it is worthwhile to focus on teachers in the classroom. The purpose of this study is to explore what two effective ESL teachers do in the classroom. Three different qualitative techniques were used and some salient findings emerging were used as themes. For data, the teachers" teaching was observed in class and they were interviewed outside of class. Students" responses to the teachers" behavior through written diaries and interviews were gathered to triangulate the data, which helped to yield more valid and comprehensive viewpoints. This in-depth examination of the two teachers allows us to better understand teacher roles in terms of encouraging students" better learning behavior in the classroom. It was found that, besides the two teachers" technical attention to teaching purposefulness, their attention to affective factor seems to be also effective.