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Abstract
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The importance of teachers’ discourse in the educational process is unquestionable and "they form the single strong factor in defining the quality of education in schools" (Golla, de Guzmon). The quality of education being delivered is a function of teacher's degree of discourse effectiveness.
Teacher’s discourse effectiveness is an issue that has received increased attention in recent years and the need for developing and attaining standards of effectiveness for gendered teachers discourse in today's teaching environment for higher degree of student's learning process, is significant.
This study will enhance teachers’awarness of their interpersonal feature of their discourse in terms of better quality of education effectiveness in order to take out maximum from male and female teachers to produce high degree of effectiveness in their profession.
Further more the finding of this research may be addressed to male and female teachers , that lack awareness about some of the features on effective discourse to build an effective relationship with their students.
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