Good Teachers and Teaching through the lens of students

Full text

International Journal of Research
Available at https://edupediapublications.org/journals
e-ISSN: 2348-6848
p-ISSN: 2348-795X
Volume 05 Issue 07
March 2018
Available online: https://edupediapublications.org/journals/index.php/IJR/ P a g e | 1395
Good Teacher and Teaching through the Lens of Students
Ali Haider & Shafia Jalal
alihaider800@gmail.com & shafiajalal@yahoo.com
1Ph.D. DES, Faculty of Education Jamia Millia Islamia (A Central University) New Delhi, India
2Research Scholar TT&NFE, Faculty of Education Jamia Millia Islamia New Delhi, India
Abstract
This research paper presents students’ view
of the good teachers and teaching. The
purpose of the study was to uncover the
‘qualities’ of a good teacher and teaching.
The study was conducted on a sample of
thirty students of class 11th, selected
randomly from two schools located in Delhi
(India). Students’ responses were gathered
through an open-ended questionnaire.
Findings of the study revealed about nine
important traits of a good teacher.
Furthermore, quality indicators of good
teaching were also identified. Teachers,
student-teachers, and others in the
stakeholders come under the ambit of this
paper.
Keywords: a good teacher, personal
qualities, students‘ view, teaching
Introduction
For over a century educational philosophers-
John Dewy, Kant, Gandhi, and Tagore to
name a few have philosophized on
education. They expounded on the art and
science of teaching and presented the role
and characteristics of a teacher and teaching.
In this connection, a prominent Indian
philosopher Vivekanand stated: ―The true
teacher is he who can immediately come
down to the level of the student, transfer his
soul to the student‘s soul and see through
and understand through his mind. Such a
teacher can really teach and none else‖.
Similarly, focusing on the way of teaching,
John Dewy asserted: ‗if we teach today as
we taught yesterday, we rob our children of
tomorrow‘ (Dewy). The philosophical
foundations of the education play central
role and answers many ‗What' type
questions; viz., what should be the aim of
education? What should be the role of a
teacher? What should be taught? …so on.
―The role of the teacher is shifted from the
traditional role to that of a coach, advisor
and facilitator of students‘ learning‖
(Blackie, Case & Jawitz, 2010). Educational
researchers more or less did play well like
educational philosophers in revealing the

International Journal of Research
Available at https://edupediapublications.org/journals
e-ISSN: 2348-6848
p-ISSN: 2348-795X
Volume 05 Issue 07
March 2018
Available online: https://edupediapublications.org/journals/index.php/IJR/ P a g e | 1396
qualities of a good teacher and teaching. A
plethora of research works is available in
this connection (McGreevy, 1990; Kanan
and Baker, 2002; Dinham, 2006; Darling-
Hammond & Baratz-Snowden, 2007; Harris
& Sass, 2009). Some qualities of a good
teacher were: open-mindedness, humor,
willingness to share a "personal side," caring
for students and spontaneity in the
classroom (McGreevy, 1990).
The needs and expectations of students have
been continuously changed. Accordingly,
pedagogies require changes. There is a
radical shift in a pedagogical engagement
like student-centered inquiry and problem-
solving and which had been widely
advocated by educators for the past few
decades (Edgerton, 2001). These pedagogies
are basically student-centered and train them
to acquire knowledge-economy attributes.
This, in turn, helps the students to develop
the understanding of concepts, increase their
skills in communication, critical thinking,
and creativity. Moreover, it helps in
attaining positive attitudes towards learning
and prepares the students to work in teams
(Handelsman et al., 2004). In this
environment, mutual learning takes place
where the where the teacher acknowledges
the views and ideas shared by the students in
spite of their expertise. However, Renshaw
and Power (2003) argue that in the Asian
region, the classroom practices still depicts
the old traditions of respect for teachers and
transmission of knowledge. Giving respect
to a teacher is good but students should not
forget their right to ask questions. Usually,
students are expected to be diligent and
receptive rather than questioning and
creative (Renshaw & Power, 2003), and to
accept teachers as the main source of
knowledge and to be hesitant in questioning
the teachers (Biggs & Watkins, 1996).
Fortunately, most of the present teachers
enjoy their democratic classroom. They save
and promote the essence of democracy in
their class.
"Every teacher and educationist of
experience knows that even the best
curriculum and the perfect syllabus remain
dead unless quickened into life by the right
method of teaching and the right kind of
teachers" (Secondary Education
Commission). The qualifier ‗right' may
include teacher's way of teaching,
presentation style, expertise in subject
knowledge, etc. It may connote personality
traits of a teacher viz., punctual,
hardworking etc. There is space available
for a teacher and researcher to know what

International Journal of Research
Available at https://edupediapublications.org/journals
e-ISSN: 2348-6848
p-ISSN: 2348-795X
Volume 05 Issue 07
March 2018
Available online: https://edupediapublications.org/journals/index.php/IJR/ P a g e | 1397
students expect from their teachers. What is
their liking and disliking for a teacher?
There is need to explore ‗right kind of
teachers' through the lens of students. The
present paper would give insights on the
qualities of a good teacher and teaching.
Method
The sample of the study comprised thirty
students (15 girls and 15 boys) of eleventh-
grade of age group 15-17 years. The sample
was selected on a random basis from two co-
ed schools located in west Delhi (India). The
research proceeded with the goal to uncover
qualities of a good teacher and teaching as
perceived by students. Getting true
responses particularly from school students
about their present teachers were not too
easy. This goal was accomplished with the
cooperation of two trainee teachers or
interns who had a good rapport with the
students and willingly volunteered in the
study. A questionnaire was administered to
collect responses from the students. The
questionnaire contained two open-ended
questions both in Hindi and English. While
administering the questionnaire, students
were instructed not to disclose their identity
by writing their name, gender, etc on the
response sheet.
Analysis and Interpretation of Data
Students‘ responses were analyzed
qualitatively. They were asked to write
about the teacher to whom they liked most
in the school. They were prompted with
statement as- ‗My good teacher is _______
because_______‘. The students‘ responses
were coded and classified into themes.
Analysis of the data and interpretations are
presented in the following two sections: (A)
Personal qualities of a good teacher and (B)
the teaching of a good teacher.
A. Personal Qualities of a Good Teacher
Individual characteristics of a good teacher as reported by students are depicted below (Table 1).
Table 1: Personal qualities of a good teacher ( N = 30)
Categories
Points Included
Percentage
Motivator
arouse interest, motivate, encourage,
share experiences for inspiration
66.67
Listener
listen to students, listen patiently
28.57
Student-centered/Democratic attitude
gives freedom to put opinions/ views,
25.32

International Journal of Research
Available at https://edupediapublications.org/journals
e-ISSN: 2348-6848
p-ISSN: 2348-795X
Volume 05 Issue 07
March 2018
Available online: https://edupediapublications.org/journals/index.php/IJR/ P a g e | 1398
give an opportunity to express views,
give chance to chose activities,
extending support to students for
students‘ initiative
Hardworking and talented
hardworking, talented, intelligent,
one who gives his/her best
23.81
Friendly nature
humble, polite, friendly, helpful,
caring, kind, way of talking, co-
operative, understand the feeling of
students, giving extra time to weak
students
23.81
Good looking
pretty, good-looking, handsome, well
dressed
19.05
Unbiased(gender/individual/classroom)
don‘t take things at heart, treat class
with same eyes, treat boys and girls
equally, do not differentiate between
sections of the same class
11.9
Man/Lady of Principle
firm, strict, punctual, honest towards
the profession and like discipline
7.14
Light Hearted Personality
no proud, no attitude, a smile on face,
happy attitude, not serious
4.76
In general, nine individual qualities of a good teacher emerged. These are discussed below:
1. A good teacher is a motivator
About 67% students mentioned that a
teacher was good because he or she
motivated them. Some of the responses were
as follows:
―Ms./Mr. Anonymous is a good
teacher because she or he encourages
and motivates us‖. ―…always speaks
lovingly where my mistake was. …
also tells me time to time that I can
do well‖.
Analyses of the statements reflect that a
good teacher points out students‘ mistakes.
A good teacher encourages students; give
students appropriate reinforcement. The
term ‗lovingly‘ reflects an emotional aspect
of a good teacher. A good teacher looks
after his/her students and motivates them by
using verbal and non-verbal reinforcement.
Some students‘ reported about their good
teacher as:

International Journal of Research
Available at https://edupediapublications.org/journals
e-ISSN: 2348-6848
p-ISSN: 2348-795X
Volume 05 Issue 07
March 2018
Available online: https://edupediapublications.org/journals/index.php/IJR/ P a g e | 1399
―… always encourages me to do best
in my studies and always tell me nice
things around the world which
motivates me‖
―…. is my favorite teacher, often
narrates us a short story, has some
moral‖.
"My favourite teacher is a sports
teacher. He tells about his experience
and tells us our mistake and
motivates us to improve.‖
―He gives us extra knowledge about
our career. He always encourages
us.‖
―She tells us to read books, novel, etc
to improve our studies. She gives us
extra knowledge‖.
Analyses of the responses display students
need motivation apart from acquiring new
knowledge of the subject. They would like
to be appreciated and inspired by their
teachers. In fact, the motivation is an
important quality that pervades all aspects of
the teaching-learning process; it directs
stakeholders towards attaining the particular
goals. Motivated students show interest in
activities, feel self-confident, and adhere to
a particular task. A plethora of text is
available on motivation either in the form of
textbooks or in research studies. The finding
of the present study is in line with earlier
studies. Kramer and Pier‘s (1997) study
emphasized that enthusiasm and being
excited about teaching and motivating
students as characteristics of effective
teachers. Similarly, Yilmaz (2011) in his
research found that the students preferred
teacher characteristics among the top ten
was ―enthusiastic, excited about teaching,
dynamic, and motivates students to learn‖
and it has obtained number one preference.
It can be inferred from their responses that a
good teacher is a good motivator. The
students‘ reported the teacher is good who
narrates few short inspirational stories while
teaching; appreciate by saying words like:
‗well done! I know you can do this‘, ‗this
concept is important for exam‘ etc.
However, the students‘ responses are to be
inferred keeping context in mind. The words
of praise as they reported for their good
teachers would be the effective praise as
suggested by Brophy (1981).
2. A good teacher is a good listener
The second most frequent responses were
put under heading ‗listener‘. About 28.57%

International Journal of Research
Available at https://edupediapublications.org/journals
e-ISSN: 2348-6848
p-ISSN: 2348-795X
Volume 05 Issue 07
March 2018
Available online: https://edupediapublications.org/journals/index.php/IJR/ P a g e | 1400
students responses fell in this category. A
student stated:
―…… is my favourite teacher
because she listens to me patiently‖.
"She first listens to and understands
the problems of the individual, only
then she takes action or decision."
―He listens to me what I want to
speak‖.
The students‘ responses indicate that a good
teacher is also a good listener. In fact, a
number of research studies are available
which focuses on listening skills of students:
active listeners, passive listeners, attentive
listeners etc. However, research studies that
focused on listening skills of a teacher were
found to less in number. Listening with
patience to students is an art. A good
listening skill of a teacher can strengthen
students-teacher attachment.
3. A good teacher has student-centered or
democratic
Around 25.32% students reported a good
teacher should have a democratic attitude; it
includes freedom of speech in the
classroom, gets an opportunity to express
their views, the freedom to choose learning
assignments etc. Some of the verbatims
were as follows:
―He offers me to chances to choose
my own activities and learning
experiences‖.
The analysis of student response showed
that a good teacher love student-centered
environment. S/he actively prompts new
ideas in the classroom, encourages group
activity and creates an environment
conducive to learning. A student stated:
―She always gives me opportunities
to express my opinions and views.‖
A good teacher is one who creates an
inclusive environment and provides
opportunities for student‘s views, ideas, and
opinions. Plasticity in nature and in teaching
approaches may nurture creativity and
innovation on the part of a student. The
teaching strategies such as group work,
differentiated tasks, and assessment,
communication speed, inviting diverse
contributions from students were used for
effective inclusion in class.
These findings of the study was consistent
with the idea of the skills possessed by a
good teacher in the twenty-first century

International Journal of Research
Available at https://edupediapublications.org/journals
e-ISSN: 2348-6848
p-ISSN: 2348-795X
Volume 05 Issue 07
March 2018
Available online: https://edupediapublications.org/journals/index.php/IJR/ P a g e | 1401
classroom, institutions must include the
ideas of Mayer, Luke and Luke‘s (2008)
views on the characteristics of ‗world
teacher‘ and continuously equip themselves
and their students modes of intercultural
capital, ―knowledge and dispositions that
have exchange value and power in the
intrinsically intercultural exchanges of new
social fields of teaching and learning, work
and everyday life‖ (2008, p.97).
4. A good teacher is hardworking and
talented
About 23.81% students used the qualifier
good for his/her teacher in terms of
hardworking, talented, intelligent, one who
gives his/her best etc.
―She is very talented and
hardworking‖.
―He is intelligent and hard-working.‖
These features characterize that mentors to
be talented and knowledgeable. The
student‘s response proves that they liked
teacher who was hard working and talented
and able to conquer the minds of students
with their intelligence. A good teacher
should have at least two kind of talent: a
talent to deal the subject knowledge, and
talent to deal the students. The subject
matter knowledge is directly linked to good
teaching and gaining confidence and has a
positive effect on student‘s achievement
(Jadama, 2014).
5. A good teacher has friendly nature
Around 23.81% students mentioned that a
teacher is good because of friendly nature.
Some of them pointed outs as:
―I like my teacher because she
behaves politely with us, and she
never scolds me‖.
―Her nature is very good. She never
raises a hand to her students".
―….He is good and has kind nature. I
like him because he behaves like a
teacher and a friend.‖
―She talks us very friendly.‖
―He is friendly to us‖.
Friendly nature of a teacher highlights
quality relationship with the students. A
relationship where teachers play a role of a
guide, counselor, motivator, and also trust
plays an important role in their relationship.
A good teacher has social and emotional

International Journal of Research
Available at https://edupediapublications.org/journals
e-ISSN: 2348-6848
p-ISSN: 2348-795X
Volume 05 Issue 07
March 2018
Available online: https://edupediapublications.org/journals/index.php/IJR/ P a g e | 1402
skills; the skills are used to establish the
quality relationship with the students (Jones,
Bailey, & Jacob, 2014). The teacher should
be approachable to students. A student
stated:
"If a student asks any problem in
science, she always ready to solve the
problem".
A good teacher is one who is easily
accessible or approachable to their students.
This implies that the teachers need to show
eagerness, politeness, and availability for
their students. ―Good teachers are those who
know how little they know. Bad teachers are
those who think they know more than they
don‘t know‖ (Verdi cited in Chud, 2009).
6. A good teacher is good looking
A teacher is good due to attractive face as
well as his/her dress style. Some of the
related responses were as follows:
―She is very pretty which keeps the
concentration in the class. Her
subject is my favorite subject. She
teaches computer very nicely. So,
she is very nice.‖
―She looks very beautiful and she is
a good teacher.‖
―He is very smart teacher in my
school‖.
―He put his dresses in a good
manner. He puts on formal and jeans
both‖.
―She is very beautiful and intelligent
too. ………I also like her dress up.
She wears saree and suits both.‖
About 19% students in the present study
reported that the good teacher was good
looking and well-dressed. Focusing on the
significance of dressing style of a teacher,
Phillips & Smith (1992) cited Goebel and
Cashen‘s findings that ―the unattractive
teachers are perceived to be less friendly,
less organized, less likely to encourage
interaction between students, and less likely
to have high expectations of their students‖.
The clothing one wears influences
perceptions of observers (students). The
attractiveness influence observers confirmed
by research studies conducted (Goebel &
Cashen cited by Phillips & Smith, 1992).
The students of the present study were 11th
Graders adolescents; they liked well-dressed
and good looking teachers. The findings
reveal that the dressing sense of a teacher
impresses students‘ liking.

International Journal of Research
Available at https://edupediapublications.org/journals
e-ISSN: 2348-6848
p-ISSN: 2348-795X
Volume 05 Issue 07
March 2018
Available online: https://edupediapublications.org/journals/index.php/IJR/ P a g e | 1403
7. A good teacher is unbiased
About 11.9% students reported that a good
teacher is not biased. Some of the related
responses were as follows:
―She does not make inequality in
[among] weak and good students.
She always wants to make our class
as a perfect class in the whole
school".
―He gives equal importance to every
student‖.
The responses pointed out that the students
disliked favoritism; liked fair treatment in
teaching and assessment. The points
included in this category were: don‘t take
things at heart, treat class with same eyes,
treat boys and girls equally, do not
differentiate between sections of same class
etc. A fair treatment reduces discrimination
and favoritism. Students have love and
respect for such teachers. Marais and Meier
(2004) reported that the students prefer
mentors who are fair to them and does not
exploit them with other workloads of theirs.
The findings of the present work also
revealed that students‘ liked unprejudiced
teacher.
8. A good teacher is a man/lady of
principles
Around 7.14% students' response was
categorized as a good teacher is ‗man or
lady of principles‘. Some of the responses
were as follows:
―He is my favorite teacher. He is
very kind, punctual,…..‖.
―She is discipline loving teacher. She
deals students with a very good
way.‖
―She is strict when anyone is not in
school dress up‖.
―He is strict while teaching otherwise
encourages us how to deal
forthcoming challenges in life like
taking admission in college etc."
―She is neither too much strict nor
too much friendly‖.
―She was my favourite teacher. She
never gave me extra marks in any
question. She had made my
foundation strong‖.
―She teaches us Sanskrit. She always
examines if students complete their
works in their notebook or not."
The findings of the present study are in
queue with earlier findings. Kanan and
Baker (2002) and Brookes et. al., (1997)

International Journal of Research
Available at https://edupediapublications.org/journals
e-ISSN: 2348-6848
p-ISSN: 2348-795X
Volume 05 Issue 07
March 2018
Available online: https://edupediapublications.org/journals/index.php/IJR/ P a g e | 1404
asserted that students prefer a mentor who is
honest, forgiving and fair.
9. A good teacher is a light-hearted
personality
Around 4.76% students wrote that a good
teacher possesses a positive attitude towards
students. The qualifiers they used for a good
teacher were: absence of proud and attitude;
a smile on face, happy attitude, not serious
face. Some of their responses were as
follows:
―I like him because he has no
proud‖.
―He has no attitude‖.
"She has a happy attitude".
The term attitude they used to describe light-
hearted personality; one who is happy,
intended to be entertaining and not all
serious by look while teaching.
B. The teaching of a Good Teacher
Students‘ experiences about good teaching are summed up in Table 2.
Table 2: Teaching of a good teacher (N = 30)
Categories
Points Included
Percentage
Clear Explanation
Could make students understand,
teaching in a simple way, knows
children better, explain things in simple
words, each topic with clarity, a good
conceptual method of teaching
30.95
66.67
28.57
25.32
23.81
23.81
19.05
11.9
7.14
4.76
0
10
20
30
40
50
60
70
80
Personal Qualities of a Good Teacher (response in %)

International Journal of Research
Available at https://edupediapublications.org/journals
e-ISSN: 2348-6848
p-ISSN: 2348-795X
Volume 05 Issue 07
March 2018
Available online: https://edupediapublications.org/journals/index.php/IJR/ P a g e | 1405
Fun and Humor
Making fun and joy, use humor, joke
telling, laughing, enjoying
19.05
Sound content knowledge
Excellent in content, clear all doubts,
command on subject
16.67
Share and discussion
classroom discussion, sharing students
experience, telling a related story
7.14
Relate concepts with natural world
Giving a live example, relating topic
with real world
7.14
Clear Explanation
About 31% students reported that good
teaching includes a clear explanation. A
good teacher knows how ―to make students
understand‖. They know how ―to explain
things clearly‖. A student reported-"He
explains everything properly with the simple
genuine approach".
Fun and Humor in Teaching
About 19% students reported that the
teaching was good and interesting. It was
not monotonous but full of fun and humor.
Their teaching was live (active). A good
teaching includes ―fun and joy‖; a good
teacher lighter the moment while teaching
complex content with the ―use of humor‖.
Some of the responses were as follows:
―His class is too much interesting. I
enjoy his class. He makes us laugh‖
―I enjoy a lot his teaching and joke. I
can‘t say how quickly time passes.‖
―Sir tries to make us laugh and have
fun in the class‖
Sound Content Knowledge
Around 17% of students reported their
teachers‘ expertise in the knowledge of the
subject. The students loved these qualities as
a good of teaching. Some of the students‘
responses were as follows:
―He teaches every topic with depth
and makes the thing interesting.
……I enjoy the class while attending
lecture….‖.
―She teaches Physics. She is my
favourite teacher because she clears
my all doubts‖.

International Journal of Research
Available at https://edupediapublications.org/journals
e-ISSN: 2348-6848
p-ISSN: 2348-795X
Volume 05 Issue 07
March 2018
Available online: https://edupediapublications.org/journals/index.php/IJR/ P a g e | 1406
―………is my favourite teacher. She
teaches well. In a simple word, she
describes everything".
Share and Discussion
About 7% of students perceived that the
teachers shared their experiences and also
made the classroom more interactive. This
allowed the students to share their
experiences and relate interact their views
and opinions in classroom discussions.
"She studies [teaches] with enjoying
[joyful] stories and involve us in
plays of many types in the class".
Relate Concepts with Natural World
Around 7% of students reported that the
good teacher gave live examples from
natural (students‘) world. Students‘
responses were as follows:
―While teaching, she gives examples
from our surroundings. She uses the
concept to relate it to our daily
lives".
―He always relates physics with the
real world phenomenon.‖
A good teacher relates subject knowledge
with students‘ surroundings while teaching.
Students like live examples; such examples
help in anchoring new information
meaningful which make teaching live and
interesting.
Conclusion
The present research work revealed that a
good teacher through the lens of students is
a motivator, patient listener, hardworking,
friendly by nature, good looking, unbiased,
man/lady of principle, light-hearted person and
have a student-centered attitude. The analysis
of the students‘ response revealed that
content knowledge is essential for quality
teaching. A good teacher has command over
his/her subject matter. Hudson (2008)
emphasized that teachers are required to be
competent in their knowledge, skills and
professional proficiency in their field. A
good teacher is capable to identify and
understand the strength and weakness of the
students. A good teacher who shares their
experience makes the students to see the
things in different perspective, which in
future helps them to solve their issues.
Jadama (2014) in his study discussed that
the teacher‘s conception of subject matter
knowledge has a strong influence on the
active participation of students. He further
argues that it will impact on their learning.

International Journal of Research
Available at https://edupediapublications.org/journals
e-ISSN: 2348-6848
p-ISSN: 2348-795X
Volume 05 Issue 07
March 2018
Available online: https://edupediapublications.org/journals/index.php/IJR/ P a g e | 1407
The findings showed that a good teaching
involves teacher‘s mastery of subject
knowledge, clear explanation of concepts,
fun and humor in teaching, and presenting
lived example to relate teaching with
students' life. Use of ICT with active
learning techniques can make teaching
effective (Bhatia & Haider, 2016) while
dealing with students of different logical
thinking ability present in a classroom
(Haider, 2016).
The present study considered students‘
experiences of a good teacher and teaching.
Students‘ excerpts and the inferences
unearthed would give us the insight to
understand the good of a teacher and
teaching. Certainly, results of the study
cannot be generalized because of a number
of limitations. The sample is
unrepresentative, other factors such as class,
age, gender, and experiences etc can affect
the results. In future, research can be
conducted on a bigger sample with extensive
research design.
Acknowledgments
We would like to extend our heartiest thanks
to the students and the volunteers who
willingly participated in the study. An
earlier version of this paper was presented at
the National Symposium organized by the
Department of Education, SPM College,
University of Delhi, India in 2014.
References
[1] Bhatia, & Haider (2016). Adding
Power to PowerPoint Using Active
Learning Techniques in Instructional
Material Development in Chemistry. Jamia
Journal of Education- 3(1), 82-91.
[2] Biggs, J. and Watkins, D. (1996) The
Chinese learner in retrospect. In D.A.
Watkins and J.B. Biggs (ed.), The Chinese
Learner: Cultural, Psychological and
Contextual Influences. (pp.269-285) CERC
and ACER, Hong Kong: The Central
Printing Press.
[3] Blackie, M. A. L., Case, J, M., and
Jawitz, J.(2010). Student-centredness: the
link between transforming students and
transforming ourselves. Teaching in Higher
Education, 15: 6, 637 — 646
[4] Brooks, J. G. (1999). In search of
understanding: The case for constructivist
classrooms. ASCD.
[5] Brophy, J. (1981). Teacher praise: A
functional analysis. Review of Educational
Research, 51(1), 5-32.
[6] Chud, H. I. (2009). Something Is
Terribly Wrong: The Sad Truth about
Education in America. Dog Ear Publishing.
[7] Darling-Hammond, L., & Baratz-
Snowden, J. (2007). A good teacher in
every classroom: Preparing the highly
qualified teachers our children deserve.
Educational Horizons 85(2), 111-132.
[8] Darling-Hammond, L. (1998).
Teachers and Teaching: Testing Policy
Hypotheses from a National Commission
Report. Educational Researcher, 27(1), 5-
15.

International Journal of Research
Available at https://edupediapublications.org/journals
e-ISSN: 2348-6848
p-ISSN: 2348-795X
Volume 05 Issue 07
March 2018
Available online: https://edupediapublications.org/journals/index.php/IJR/ P a g e | 1408
[9] Dinham, S. (2006). A good teacher
in every classroom. Australian Journal of
Education, 50(1), 95-97.
[10] Edgerton, J. W. (2001). The
Community Is It!. American Journal of
Community Psychology, 29: 87–95.
doi:10.1023/A:1005249413231
[11] Glass, G. V. (2002). Teacher
characteristics. School reform proposals:
The research evidence, 1-6.
[12] Haider, A. (2016). Students‘
Performance in Chemistry in relation to
their Logical Thinking
Ability. International Journal of
Research, 3(9), 753-761.
[13] Handelsman, J., Ebert-May, D.,
Beichner, R., Bruns, P., Chang, A., &
DeHaan, R. (2004). Scientific teaching.
Science, 304(5670), 521-532.
[14] Harris, D.N., & Sass, T. R. (2009).
What Makes for a Good Teacher and Who
Can Tell? Working Paper 30. National
Centre forAnalysis of Longitudinal Data in
Education Research.
[15] Hudson, P., & Hudson, S. (2008).
Changing Preservice Teachers‘ Attitudes
for Teaching in Rural Schools. Australian
Journal of Teacher Education,
33(4). http://dx.doi.org/10.14221/ajte.2008
v33n4.6
[16] Jadama, L. M. (2014). Impact of
subject matter knowledge of a teacher in
teaching and learning process. Middle
Eastern & African Journal of Educational
Research, 7(1).
[17] Jaskyte, K., Taylor, H., & Smariga,
R. (2009). Student and faculty perceptions
of innovative teaching. Creativity Research
Journal, 21(1), 111-116.
[18] Jones, S. M., Bailey, R., & Jacob, R.
(2014). Social-emotional learning is
essential to classroom management. Phi
Delta Kappan, 96, 19–24.
http://doi.org/10.1177/0031721714553405
[19] Kane, P. R., & Temple, E. (1997).
Who is a good teacher? Who is good school
head? Independent School, 56, 50-57.
[20] Karl A. Smith,K.A., Sheppard,S.D.,
Johnson,D.W.,Roger T Johnson,R.T.
(2005). Pedagogies of Engagement:
Classroom-Based Practices, Journal of
Engineering Education, 94(1).
DOI10.1002/j.2168-9830.2005.tb00831.x
[21] Kramer MW, Pier PW (1997). A
holistic examination of students‘
perceptions of effective and ineffective
communication by college teachers.‘ Paper
presented at the Annual Meeting of the
National Communication Association. 3rd.
Chicago, IL, November 19-23.
[22] Mayer, D., Luke, C., & Luke, A.
(2008). Teachers, national regulation, and
cosmopolitanism, In Critical readings in
teacher education: Provoking absences,
79-98. Rotterdam: Sense Publishers
[23] McGreevy, A. (1990). Tracking the
creative teacher. Momentum, 21, 57–59.
[24] McIntyre, T., & Battle, J. (1998).
The traits of ―good teachers‖ as identified
by African-Americal and white students
with emotional and/or behavioral disorders.
Behavioral Disorders, 23, 134-142.
[25] Messinger, L. (2004). The good, the
bad, and the ugly: A teaching innovation to
help students develop cultural competence.
Journal of Baccalaureate Social Work. 10,
61–74.
[26] Morphy, P. K., Delli, L. A. M., &
Edwards, M. N (2004). The Good Teacher
and Good Teaching: Comparing Beliefs of
Second-Grade Students, Preservice
Teachers, and Inservice Teachers. The
Journal of Experimental Education, 72(2),
69-92.
[27] Phillips, P. A., & Smith, L. R.
(1992). The Effect of Teacher Dress on
Student Perceptions.

International Journal of Research
Available at https://edupediapublications.org/journals
e-ISSN: 2348-6848
p-ISSN: 2348-795X
Volume 05 Issue 07
March 2018
Available online: https://edupediapublications.org/journals/index.php/IJR/ P a g e | 1409
[28] Renshaw, P., & Power, C. (2003).
The process of learning. In J. L. Keeves, &
R. Watanabe, International Handbook of
Educational Research in the Asia-Pacific
Region (pp. 351–
[29] 363).
[30] Shulman, L. S. (1987). Knowledge
and teaching: Foundations of the new
reform. Harvard Educational Review, 57(1)
1–22.
[31] Strommen, E. F., & Lincoln, B.
(1992). Constructivism, technology, and
the future of classroom learning. Education
and Urban Society, 24(4), 466-476.
[32] Stronge, J. H., Tucker, P. D., &
Hindman, J. L. (2004). Handbook for
qualities of effective teachers. ASCD.
[33] Watkins, D. A., Biggs, J. B., eds
(1996). The Chinese Learner: Cultural,
Psychological and Contextual Influences,
Hong Kong: Comparative Education
Research Centre; Camberwell VIC:
Australian Council for Educational
Research.
[34] Wong, H. K., & Wong, R. T. (2001).
The effective teacher. Harry K. Wong
Publishing Company.
[35] Yilmaz, A. (2011). Quality problem
in teaching profession: Qualities teacher
candidates feel to be required of
teachers.Educational Research and
Reviews, 6(14), 812.