WHAT MAKES A GOOD TEACHER: ARE WE LOOKING IN THE RIGHT

DIRECTION FOR GUIDANCE?

by

LORI L. SANCHEZ

FACULTY RESEARCH COMMITTEE:

Chair: Dr. Terry Huffman

Members: Dr. Scot Headley and Dr. Beth LaForce

Presented to Educational Foundations and Leadership Department

and the Graduate School of George Fox University
in partial fulfillment of the requirements
for the degree of
Doctor of Education

5/5/2007
 UMI Number: 3286092

Copyright 2008 by
Sanchez, Lori L.

All rights reserved.

UMI Microform 3286092

Copyright 2008 by ProQuest Information and Learning Company.
All rights reserved. This microform edition is protected against
unauthorized copying under Title 17, United States Code.

ProQuest Information and Learning Company

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 ii

ABSTRACT

This study examined the general question, “What do students believe to be

important characteristics of an effective teacher?” Additionally, this study sought to

discover greater detail on the general attitudes and dispositions of these students along

important gender, age, and ethnic differences on notions of effective teachers. In order to

investigate this question, this study used a qualitative research design employing semi-

structured interviews which explored the personal perceptions voiced by a sample of

second, fourth, and sixth graders on the characteristics of good teachers. The 30, 14 male

and 16 female, students who participated in this study were chosen from nine classrooms

included in the same culturally diverse urban elementary school.

It was discovered that while similarities and differences were both evident, the

perceived traits of a good teacher were organized into a conceptual typology consisting of

four general categories: personal characteristics, teaching characteristics, teacher-

student relationship, and classroom environment and management. The findings suggest

that the students in this study have forged well defined notions on the attributes of good

teachers. Most salient in their views are that an effective teacher must hold the personal

characteristics of being nice, respectful of students, and fun; the teacher characteristics

of teaching many subjects, giving homework, explaining things well, being organized,

and reading to students; create teacher-student relationships which involve helping

students, not yelling at students, being a positive role model and believing in students;

and create a classroom environment in which discipline is maintained, rewards are given

for good behavior and a safe environment is created.

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ACKNOWLEDGEMENTS

The researcher gratefully acknowledges the influence, support, and assistance of

her dissertation chair, Dr. Terry Huffman. It was through his infinite advice, words of

wisdom and patience that this enormous endeavor was made possible. Also, committee

members Dr. Scot Headley and Dr. Beth LaForce, each of whom in their very special

way enabled the completion of this study.

Special thanks to the 30 students who volunteered to participate; this project

would not have been possible without you. Also, to the parents who allowed for his or her

child to partake, thank you.

Many thank yous are due my husband, Mike, who cooked many meals and

washed countless loads of laundry allowing me time to work, and the unconditional love

that I could always count on. And finally to my three children, Brandon, Brittany and

Kaden, I hope this accomplishment will serve as an example to always set high goals and

persevere until you attain them, and to never settle for less than your highest dream.

Lori L. Sanchez
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TABLE OF CONTENTS

ABSTRACT.........................................................................................................................ii

ACKNOWLEDGEMENTS ...............................................................................................iii

TABLE OF CONTENTS ...................................................................................................iv

CHAPTER 1......................................................................................................................... 1

Introduction.......................................................................................................................... 1
Statement of the Problem............................................................................................. 3
Research Questions ...................................................................................................... 4
Limitations and Delimitations...................................................................................... 4

CHAPTER 2......................................................................................................................... 6

Review of Literature ............................................................................................................ 6

Good Teacher or Bad Teacher: Who Decides?.......................................................... 7
Nature of Effective Teaching....................................................................................... 8
Characteristics of Effective Teachers ........................................................................13
Assessment of Teacher Effectiveness........................................................................14
Teacher Effectiveness and Higher Education ...........................................................15
The Silent Voice: The Perspective of Children.........................................................19
The Contrast Between Age, Gender and Ethnicity ...................................................26
Conclusion..................................................................................................................30

CHAPTER 3.......................................................................................................................32

Methods................................................................................................................................................ 32
Setting .........................................................................................................................32
Participants .................................................................................................................33
Human Subjects Safeguarding...................................................................................36
Research Design.........................................................................................................36
Interview Instrument and Data Collection Procedures .............................................37
Data Analysis .............................................................................................................39
Role of the Researcher ...............................................................................................40
Limitations of the Researcher ....................................................................................40
Potential Contributions of the Research ....................................................................41

CHAPTER 4.......................................................................................................................43

Findings..............................................................................................................................43
Analytical Approach ..................................................................................................43
Personal Perspectives Typology ................................................................................44
Data Treatment and Data Analysis ............................................................................48
General Findings on the Total Sample ......................................................................53
Research Question #1.................................................................................................62
 v

Research Question #2.................................................................................................67

CHAPTER 5.......................................................................................................................77

Discussion ..........................................................................................................................77
Perspective Evidenced from the Total Sample..........................................................78
Research Question #1 Considerations .......................................................................81
Research Question #2 Considerations .......................................................................85
Theoretical Implications of the Findings...................................................................89
Implications for Educational Practice........................................................................93
Suggestions for Future Research ...............................................................................95
Conclusion..................................................................................................................96

REFERENCES ..................................................................................................................97

APPENDIXES .................................................................................................................103

A Letter of Ascent ...................................................................................................103

B Interview Questions.............................................................................................105
C Letter of Cooperation from Superintendent........................................................107
D Letter of Cooperation from Superintendent .......................................................109
E Letter of Cooperation from Principal..................................................................111
F Human Subjects Committee Form ......................................................................113
 1

CHAPTER 1

Introduction

All students are unique. They come to the classroom in a variety of shapes, sizes,

learning styles, abilities, and expectations. One of the consequences of this fact is that

there are corresponding diverse definitions on what constitutes a “good teacher.” Effective

teaching in many ways is like beauty, it is in the eye of the beholder.

There is a long research tradition in the educational literature on the nature of good

and effective teaching. This should not be surprising. As professionals, educators are

continuously trying to improve their craft and desire to be more effective for their students.

However, are they looking in the right direction for guidance? On this point, as the next

chapter will illustrate, the literature is mixed.

Borich (1996) explained that describing a good teacher a century ago was quite

easily done. A teacher was considered effective if she was a good, honest, friendly,

hardworking, and generous citizen. Since this time, the ways in which a teacher is defined

as effective has changed as much and as frequently as the nature of the families, students,

and hot topics in education. Aksoy (1998) pointed out that, in their efforts to determine

what constitutes a “good” teacher, many researchers and practitioners have spent an

incredible amount of time observing teachers in order to develop lists of the characteristics

an effective teacher possesses. Moreover, there is much debate on whether teacher

effectiveness is based on student achievement, knowledge of content, being a good citizen,

whether or not he or she is liked by his or her students, work ethic or on something

completely different. However, according to King (1981), research suggests that there is
 2

not a specific list of characteristics which a teacher can follow in order to become more

effective. Increasingly, scholars are becoming aware that there is not a “one size fits all”

answer on the nature and characteristics of a good teacher.

Interestingly, Beishhuizen, van Putten, Bouwmeester, and Asscher (2001) argue

that with all the research that has been conducted to date, student opinions have rarely been

recorded or evaluated as a way to assess characteristics of good teachers. That is, much of

the data that have been collected on this topic have been gathered by interviewing or

observing teachers. Thus there appears to be a gap in the scholarly literature on teacher

effectiveness. Namely, the perception held by students on the nature of teacher

effectiveness needs scholarly exploration.

There are not only scholarly reasons for this type of investigation but practical ones

as well. Differences in perceptions between students and teachers on what constitutes an

effective teacher can ultimately decrease teacher effectiveness. It is important that

educators achieve a greater awareness of what students perceive as the qualities of a good

teacher. It is only when this understanding is more completely reached can a teacher truly

obtain a greater level of effectiveness, and therefore make the biggest difference in the

classroom.

A shared goal among virtually all professional educators from novice teachers to

veteran educators with many years of experience is the ultimate objective of making a

difference in the life of a child. Yet, this shared goal has become harder as our classrooms

have become more diverse. Educators are faced with, among other considerations and

challenges, an increasing variety of different cultures and a large array of student abilities.

Becoming an effective teacher has taken on a dimension that teachers in earlier times
 3

would not have to begin to consider. Today’s teachers must be vigilant in their evaluation

of a multitude of factors when developing their teaching style and classroom needs. All the

while they must also keep in mind the most important outcome - that of being an effective

teacher.

Nevertheless as Waxman (1989) contended, ultimately students respond to what is

important to them. Intuitively it makes sense that researchers should make a greater effort

to analyze student perspectives on effective teachers in order to better equip teachers with

this information. In the end, this understanding is a major part of the effort to ensure

students receive the best educational experience possible.

Thus, teachers need to know what makes for effective teaching in the eyes of a

child. Therefore, a major rationale for this study has been the attempt to gain a better

understanding, as seen through the eyes of elementary school children, on what constitutes

an effective teacher.

Statement of the Problem

This study examined the question, “What do students believe to be important

characteristics of an effective teacher?” As such, using the qualitative research design of

semi-structured interviews, this research explored the personal perceptions voiced by a

sample of second, fourth, and sixth graders on the characteristics of good teachers.

Moreover, the findings of this study promised to provide greater insight on the general

attitudes and dispositions of these students as well as an examination of any important

gender, age, ethnic differences in those notions on effective teachers.

 4

Research Questions

Specifically, this study attempted to answer the following general research

questions:

1. What do students in the grades second, fourth, and sixth believe to be important

characteristics of an effective teacher?

2. Do student beliefs differ according to patterns of gender or ethnicity?

Limitations and Delimitations

As an exploratory study, the research was limited to a sample of elementary

students in grades second, fourth, and sixth at one elementary school in an urban school

district. The planned sample size was 30 students and included a mix of gender and ethnic

composition. As such, the researcher used a purposive (or typical case) sampling

procedure. Additionally, each student was individually interviewed.

The population of Asian and African American students at this elementary school

was very small which limited the number of students available to interview. Another

important limitation of the study was that only students who were able to speak and

understand the English language were able to take part. Ten students from each of the

three grade levels were interviewed. The researcher selected five female and five male

students from each grade level. However, due to the limited number of racial/ethnic

representation, there were not an equal number of male and female students represented

from each ethnic group.

 5

The researcher wished to avoid using students from her classroom. This

delimitation was set forth in an effort to prevent bias. The researcher wanted each

participant to willingly contribute opinions as to his or her perception of the characteristics

of a good teacher without the worries of a perceived incorrect answer, and to avoid students

saying what they thought his or her teacher wanted to hear. Yet, due to the limited number

of Asian and African American students in the sixth grade the researcher could not avoid

using two students from her own classroom. The researcher felt it was more important to

the study that an equal number of students be represented in each racial/ethnic group and

therefore chose to make an exception for these two participants.

Additionally, before any data were gathered, the researcher obtained a letter of

cooperation with the superintendent of the district, the participating school, letters of ascent

from the parents or guardian of selected students, and approval for the investigation from

the George Fox University Human Subjects Research Committee.

 6

CHAPTER 2

Review of Literature

To address the issues raised in the previous chapter, the researcher reviewed the

literature related to the characteristics of effective teachers. Many researchers have

offered a compilation of these important characteristics, however, one major area has

received very little research, discussion or evaluation in the literature: the important

characteristics of an effective teacher voiced from the perspective of children. The

literature evaluated in this chapter includes scholarly works which contain general

discussion on the nature and characteristics of effective teaching and research effort that

examine assessments of teacher effectiveness. The literature review reveals that minimal

effort has been put forth in an endeavor to allow for student input. That is, there are few

studies involving the perspectives of children on effective teachers. Also, there are even

fewer studies in which age, gender, and ethnicity differences are considered as an

element in the way students form notions on the attributes of good teachers.

Additionally, research on higher education is reviewed and included in this

literature review. The reason for this is in higher education, student opinions of

instructors have traditionally been utilized in the evaluation of teacher effectiveness and

are found to be valuable. In fact, much of the research on student opinions of teachers

revolves around higher education. Therefore, in an effort to conduct a thorough review,

the researcher felt that eliminating this component would result in a void of valuable

insight and information. Research shows that opinions of students from the higher
 7

education arena have proven to be an effective tool for higher education. The researcher

felt that this component was worthy of review and could also prove beneficial in better

understanding students’ views of teacher effectiveness at the elementary level.

Good Teacher or Bad Teacher: Who Decides?

For years the question “What are the characteristics of an effective teacher?” has

intrigued educators, researchers, and students alike (Nieto, 1994). What makes each

individual teacher effective or ineffective? Is a good teacher someone who shows

enthusiasm toward the subject being taught and develops positive relationships with his

or her students, or is it someone who is able to deliver an effective lecture and maintain

good classroom management? Or is it student performance which ultimately proves a

teacher’s effectiveness?

Previous research has explored the important characteristics related to teacher

effectiveness. Included in these investigations are efficient classroom management,

reasonable task setting, competent content knowledge, and superior pedagogic skills

(Kyriakides, 2005; Stronge, 2002). These questions have long been discussed, debated,

and analyzed. Unfortunately, thus far research suggests there are no immediate answers.

To complicate matters even more, some contend that teaching is an innate gift that cannot

be learned while others argue that effective teachings is an acquired skill which can be

improved or diminished with time (Polk, 2006). The one thing that is certain is this issue

will continue to be debated for many years to come.

However, there is likely a missing dimension to this discussion. Spencer and

Boon (2006) pointed out that educators often attend workshops and seminars, read
 8

journals and textbooks, and otherwise look to pedagogical experts in order to gain a

better understanding on the nature and characteristics of effective teaching. Yet, these

writers also argue that teachers rarely look to their own students for important insights.

This is an ironic circumstance as, intuitively it would appear, students are at least as

knowledgeable, if not more, than the experts teachers rely upon for needed advice,

direction, and fundamental information. Interestingly, research reveals that students

understand complex factors that influence their learning environment (Mergendoller &

Packer, 1985). Thus, logically an examination of the classroom experiences of students

can offer great insight into the characteristics that teachers should display in order to be

more effective.

Tomlinson and Jarvis (2006) claim one of the great joys of teaching is that

educators can learn as much from their students as students learn from the teachers.

There is indeed wisdom in the understanding that just as adults can grant worthwhile

input toward enhancement of the instructional method, so can students at all levels.

Nature of Effective Teaching

Stronge (2002) argues that if a student walks into a classroom everyday for an

entire year, at the end he or she should be better off academically than on the first day. In

effect, teacher proficiency is a collected set of traits, an interactional process, and an end

product. Stronge further contends that there is not a single formula designed to achieve

teacher effectiveness. While important attributes can be identified, ultimately each

individual teacher must strive to achieve effectiveness by continuing to grow and develop
 9

professionally and by engaging students. Thus, effective teaching must be seen as a

process rather than merely as a product.

Similarly, Allington (2005) illustrated that never has a research study discovered a

single instructional method that works successfully for all students. Consequently,

effective teachers do not depend on methods that typically work, but are willing to take

directional cues from students in order to discover what works best in the classroom.

Emphasizing the necessity for experimenting with various approaches motivated by the

students, Allington further argues that predetermined canned methods are often

developed far away from classrooms which may not take into consideration the best

interest of each individual student.

Likewise, Wray, Medwell, Fox and Poulson (2000) noted that an important key to

a teacher’s effectiveness lies in being explicit about the purpose and process of the

subject being taught. This can be accomplished through modeling, demonstrations and

clear explanations. Rosenshine (1995) asserts that effective teachers are capable of

presenting and delivering small amounts of information to their students. This approach

allows students to process through material with guided practice. However, much like

Stronge (2002), these writers too emphasized the dynamic, fluid nature of the process of

good teaching.

A study by Bohn, Roehrig and Pressley (2004) illustrated the process of effective

teaching. In this research, six teachers were asked to participate in the investigative effort.

Interestingly, each teacher was recommended by her principal and had been deemed an

exemplary teacher. Initially, the first three days of school were videotaped. Thereafter,

the researchers observed, interviewed and videotaped each teacher periodically

 10

throughout the entire school year. Specifically, the researchers sought to determine how

the teaching methods differed among the six educators. Fundamentally, however, the

researchers sought to explore the question “Does the first three days of school reflect and

impact the eventual effectiveness of the teacher throughout the year?”

Based on their observations, the six teachers were divided into two groups:

Exceptionally effective teachers and less effective teachers. It was determined that the

exceptionally effective teachers spent a greater amount of time and energy during the first

three days of the school year establishing routines and expectations, engaging students in

meaningful activities, setting high expectations, were quick to correct misbehavior and

encouraged students to self-monitor. Bohn and associates (2004) concluded that the

effectiveness initiated during the first three days of school is maintained throughout the

school year.

Moreover, the characteristics common to the exceptionally effective teachers

reported by these researchers included differentiated instruction, scaffolding instruction,

enhancing student motivation, frequent praise, providing meaningful activities, teacher

assuming a coaching style of instruction, modeling of activities, consistent monitoring of

student progress, and using a greater variety of teaching strategies. It was obvious to the

observers that the exceptionally effective teachers created a classroom environment

which was positive and enjoyable to students. Participation and cooperation tended to be

higher, as were student enthusiasm about learning. Significantly, evidence of higher

academic performance was demonstrated by students doing more advanced work, reading

at a higher level, and greater developed writing skills. The findings of this study strongly

suggest that the first three days of classroom instruction and structure are crucial in
 11

accomplishing high levels of effective teaching. Specifically, teachers should be mindful

to establish understandable and consistent routines, high expectations, active engagement,

standards to monitor students, and frequent praise of students.

Interestingly, Bunting (2006) argued that good teachers are better known for their

differences than their similarities. Here the contention is that effective teachers stand out

and are noticed for displaying unique characteristics rather than universally held traits. In

a similar fashion Shulman (2004) asserted that a good teacher can only be defined in

regard to the environment in which he or she instructs. For instance, the manner in which

a teacher achieves effectiveness in a class of upper, middle-class white students may be

different than the techniques employed in a racially and economically diverse classroom.

As a result, distinct settings play a critical role in teacher effectiveness.

A number of studies have associated teacher effectiveness with teacher/student

dynamics. For instance, Imber (2006) argued that the foundation for teacher

effectiveness is built on treating all students equally, regardless of differences in ability,

race, religion, culture or socioeconomic status. Fairness, patience, kindness, reliability,

and concern for students constitute the fundamental basis of teacher effectiveness.

Similarly, Ramsden (1992) stated that good teaching has little to do with being a

demanding teacher. Rather effective teaching actually includes the ability to make

students feel that they can be successful. In other words, the interpersonal talent of

connecting to students and cultivating their inner capabilities are critical to being a good

teacher.

In an interesting argument, Polk (2006) stated that teachers who are enthusiastic

are seen as more effective due to the excitement shown for their subject. Curiously, it
 12

makes little difference whether the lesson content is delivered in a good or poor manner.

Rather, the mere fact that the teacher demonstrates excitement in instruction, students

become more involved in learning and, thus, the educational experience is enhanced.

Along the same theme of teacher/student interaction, Kinchin (2003) stated the

nature of the dialogue between teacher and student is a critical contributor toward teacher

effectiveness. Specifically, open discussion between the teacher and his or her students

demonstrates understanding and develops the appreciation for different perspectives.

Further, Kinchin also pointed out that the preparedness of the teacher, which mainly takes

place before class begins is essential in developing effectiveness in the classroom. On

this point Kinchin explains that preparedness not only refers to the knowledge of the

curriculum, but also through the pre-assessment of each student’s prior knowledge of the

content. Thus, the more the teacher knows and understands about the student, the greater

the level of effectiveness.

The nature of classroom climate established by the teacher too is regarded as a

significant factor in determining a teacher’s effectiveness. Kyriakides (2005) found that

to be an effective teacher, one must maintain good classroom management, ask a lot of

questions as a means of encouraging class discussion, and communicate clearly with

students without speaking above them. These interactional dynamics are not merely

incidental to but in fact are essential in achieving the goal of teacher effectiveness.
 13

Characteristics of Effective Teachers

A number of scholars have identified and composed lists of characteristics

common among effective teachers. Unfortunately, many of these traits identified on

these lists are as vague as the definition of an effective teacher itself (Polk, 2006).

Nevertheless, a brief review of the more predominant compilations is informative as they

reflect the prevailing notions on the characteristics of effective teachers.

Glen (2001) compiled a list of teacher traits suggested to school administrators

when looking to hire new teachers. Additionally, these are the same characteristics that

veteran teachers should thrive to accomplish. Glen’s list of characteristics of effective

teachers includes:

• being enthusiastic and making learning fun

• knowing content and keeping up with the trends in one’s field

• being organized

• being actively involved in the learning process

• portraying a positive attitude

• having successful classroom management

• pacing instruction so all required material is covered

• maintaining good people skills

• communicating clearly

• practicing effective questioning skills

• differentiating instruction

• building success into the classroom

 14

• setting high expectations

• creating a positive environment

• being flexible

Ramsden (1992) argued that there are six key principles for effective teaching.

Moreover, these principles constitute the six common characteristics of effective teaching:

1) ensuring students have a true interest in the subject matter by providing clear

explanations that enable students to understand the content; 2) concern and respect for

students and student learning should be evident; 3) giving students choice in assessment

techniques and thereby allowing students to demonstrate mastery of the information in a

way that benefits the individual child; 4) setting high expectations and clear goals; 5)

differentiating instruction based on students’ needs; and 6) being a life long learner.

Assessment of Teacher Effectiveness

A number of scholars suggest that ultimately teacher effectiveness can only be

understood in the educational outcomes of their efforts. In other words, the true evidence

of teacher effectiveness is student success. As pointed out by Follman (1995),

traditionally the main criteria for evaluating the effectiveness of teachers have been

through student achievement. However, as Follman also points out that there is

considerable disagreement on what constitutes student success. That is, what exactly is

meant by student performance? In terms of student outcomes, there are a variety of

measures to assess teacher effectiveness. These measures range from scores on a state

test, method in which subject matter is learned, ability to become self reliant,
 15

consistency in evaluating one’s own work, or how well the student works with others.

Which measure is the most reliable and valid indicator of teacher effectiveness will

continue to be discussed and debated (Rancifer, 1998).

Torff and Sessions (2005) point out that as there has been no “foolproof” means

to determine a teacher’s effectiveness. However, one method commonly used to assess

an individual teacher’s ability is by consulting the school principal. In a study in which

secondary principals were asked to list what they perceived as the main causes for a

teacher to be ineffective, Torff and Sessions (2005) found that the top three factors

included a lack of classroom management skills, lack of lesson implementation skills, and

lack of rapport with students. Secondary factors mentioned by the principals included

low skills in lesson planning and content knowledge. Significantly, the opinions found

among principals were found to be consistent with the views expressed by teachers.

Additionally, these views were commonly held among principals and teachers employed

in both low and high performing schools. This finding suggests that causes of teacher

ineffectiveness were similar in these different types of schools. Moreover, Torff and

Sessions (2005) conclude that principals regarded the inability to build rapport with

students as one of the major reasons for teacher ineffectiveness.

Teacher Effectiveness and Higher Education

Teacher effectiveness is an issue relevant to all levels of education. In fact, the

issue of quality instruction within the higher educational arena can be very informative

on the general nature of effective teaching at other levels. In determining the

 16

effectiveness of instructors in higher education the opinions of students are often used.

Evaluations at the higher education level are used to assess the quality of the instructor as

well as to help faculty members improve their teaching. Thus, many universities have

spent considerable amounts of time and effort looking into the factors that affect the

learning of their students (Bhattacharya, 2004).

Using survey research study with 884 students and 22 professors at one

university, Bhattacharya (2004) examined attitudes and perceptions on the nature of

college instruction. The questionnaire asked the participants to rank in order to

importance the attributes of good teaching. The findings demonstrated significant

similarities in the attitudes and perceptions held by the students and professors. The top

four traits identified by both groups were knowledge of the subject, clarity of presentation,

stimulation of student interest, and the structure or logical organization of the course.

These findings indicated that the ability to inspire, motivate, and make learning enjoyable

were highly regarded by both students and instructors.

Interestingly, Bhattacharya (2004) also noted that while students from nonwestern

cultures process learning in different ways, similar conclusions about the qualities of

effective teachers were articulated. Thus, he concluded that there appears to be little

difference in regard to gender, ethnicity or cultural background on the perception of

quality teaching.

Ogdan, Chapman and Doak (1994) examined both potential gender differences

and undergraduate/graduate differences in the perceptions of effective college teaching.

Analyzing written responses provided by students, these researchers found that gender

differences were prominent among the undergraduate students while gender differences
 17

seemed to diminish among graduate students. Specifically, undergraduate male and

female students held different perceptions as to what characteristics a teacher must

possess to be deemed effective. The study found that the most important teaching

characteristics stated from female undergraduate students were demonstration of

understanding, enthusiasm, creativity and organizational skills. Male undergraduate

students expressed the view that an effective teacher must be fair, communicate well, be

responsible, and have a sense of humor. However, graduate students, both male and

female combined, stated that the most important characteristic in effective teaching is the

attribute of understanding.

It is interesting as well as significant that the most effective teaching

characteristics voiced by both men and women, undergraduate and graduate, were

personal rather than scholarly attributes. Factors such as being caring, understanding,

friendly and helpful were consistently identified by students in this study. Moreover,

gender and level of study differences were evidenced by the students in this study. Thus,

Ogdan, Chapman and Doak (1994) conclude that students are relatively inconsistent in

their knowledge regarding what teaching practices lead to the best learning situations for

students. They caution educators about putting too much weight into solutions voiced by

students with little or no knowledge on the best instructional practices.

Similar conclusions about the qualities of effective teachers were found in a study

by Carson (1996). Using responses supplied by 222 college graduates, Carson (1996)

sought to explore the characteristics which were associated with highly effective and

ineffective professors. Based on the narratives, the qualities most commonly associated

with effective professors were individuals who love the subject they teach, respect
 18

students, and connect students to the subject matter. Again Carson’s (1996) research

revealed the importance of personal over scholarly attributes in the assessment of teacher

effectiveness.

Crow (2004) too found that effective college professors are regarded as those who

are caring individuals. That is, the best professors are those who care about his or her

students and are genuinely interested in the subject being taught. Again, Crow’s (2004)

work revealed the importance of personal over scholarly attributes in the assessment of

teacher effectiveness at the higher educational level.

In contrast to these studies, however, Ogdan et al. (1994) and Pozo-Munoz,

Rebolloso-Pacheco, and Fernandez-Ramirez (2000) discovered that university students

viewed the “ideal” teacher as someone who displayed teaching competency. Specifically

the ability to clearly communicate knowledge and being knowledgeable about one’s field

of study were seen as demonstrations of quality instruction. For the students in this study,

an instructor’s personality characteristics were valued but not as highly regarded as

professional and scholarly competency.

Although not an examination of higher educational instruction, a 2002 study

conducted by Aagaard and Skidmore (2002) is rather revealing. These investigators

required 112 undergraduate students to write an essay on what they remembered about

their best and worst teachers from elementary and high school. In particular, students

were requested to focus on the characteristics of what made those individuals good or bad

teachers. Of the 448 teacher descriptions, 81% of the students stated that being student-

centered (caring, supportive, kind, patient, understanding, and loving students)

constituted their best schooling experience. When the data were examined according to
 19

gender, the findings showed little differences between female and male responses. These

scholars argue that caring, personal relationships between teachers and students were

consistently found to be important to the students of their study. Thus, they concluded

that an extremely important characteristic of good teaching is the ability to personally and

warmly connect to students.

Yet, Aagaard and Skidmore (2002) also warned that given the inconsistency in

the findings reported in the literature, it is unclear whether a teacher’s personal

characteristics or scholarly competence is the most important element in determining

professor effectiveness. Nevertheless, the literature does make clear that, from the point

of view of college students while methodology is important, it is not enough. Personal

qualities matter a great deal.

The Silent Voice: The Perspective of Children

In higher education student opinions of instruction have been utilized in the

evaluation of teacher effectiveness. The same procedure has not typically been used with

school age children. As a result, a primary source that is rarely heard in the discussion on

teacher effectiveness (as well as school reform) is the students themselves (Omotani &

Omotani, 1996). Howard (2002) contends that the lack of student voice in school reform

has led to “countless misguided theories, programs and practices” which in turn has led to

many “misguided interventions” (p 426). Likewise, Omotani and Omotani (1996) argue

that elementary students generally understand what teaching is and could be better used

as active participants in the efforts to help teachers become more effective.

 20

However, Weinstein (1983) relates that researchers are beginning to investigate

student perceptions about classroom processes. Included in these initial investigations is

the examination of student perceptions on teacher effectiveness. For instance, Khawajkie,

Muller, Niedermayer, and Jolis (1999) engaged in an international examination on the

student perception of a quality teacher. As part of this effort, students were requested to

individually respond to the question “what makes a good teacher?” They eventually

received over 500 responses from elementary school students from 50 different countries.

The most common responses offered by these students were that a good teacher is

someone who:

• is a friend

• loves all students

• treats all students equally

• loves teaching

• understands each child’s needs

• is not strict and angry

• is a positive role model

• helps students to think

• helps students to achieve their goals

Mergendoller and Packer (1985) too examined student perceptions of teacher

effectiveness. These researchers observed and interviewed seventh graders in order to

ascertain their perspectives on this issue. For instance, students were asked to offer
 21

descriptive categories as to the way in which they would characterize his or her teachers.

One of the descriptors used was being a “good” teacher. The participants in this study

described a good teacher as someone who is able to communicate clearly, is willing to

help students, maintains a pleasant and engaging class, and exhibits interest in his or her

students. These researchers found it interesting that the issue of discipline did not emerge

as an important role in student perceptions of a “good” teacher. With the exception of

female students being more concerned with the quality of a teacher’s explanations and

assistance offered to individual students and male students being more concerned with

issues associated with workload and grading systems, students’ opinions were consistent

with little difference according to gender.

It would appear that content knowledge is not enough for a teacher to be

considered effective among school-aged children. Qualter (1999) also argued that while

subject knowledge is important, it is not enough because it only enables teachers to

convey a limited amount of information to students. Teachers also need to appropriately

and efficiently ask questions that lead to higher level thinking on the part of the students.

This ability requires personal and interpersonal attributes beyond mere knowledge of

one’s profession.

In one of the few studies examining minority student perceptions, Howard (2002)

interviewed 30 African American students ranging in ages from second to eight grades.

This purposeful sample of students was chosen based on academic achievement and

classroom behavior. The individual classroom teachers placed students into categories of

low, medium or high using both categories of behavior and achievement. All students

were assessed in both areas. The researcher wanted to ensure that students from each of
 22

the six groups were interviewed in order to achieve a variation in the perceptions of

students. Howard found that this group of students felt that the most important

characteristics of effective teachers included the ability to create a positive learning

environment, understanding and respecting the cultural differences between class

members and teacher, caring about his or her students, and maintaining open

communication in which students felt safe.

In a study examining the opinions of 170 Turkish elementary students, Aksoy

(1998) used open-ended questions to elicit notions on the most important characteristics

of a good teacher. Interestingly, students were also asked what they would do if they

were a good teacher. The most common characteristic identified by the students was that

of a positive relationship between the teacher and his or her students. Students stated that

a good teacher loves students, treats them equally, is willing to listen, acts like a parent,

and shows genuine interest in each student as an individual. The secondary students also

commonly noted personality traits of teachers. The personality traits most commonly

reported by the students essential to a good teacher were kindness, friendliness, honesty,

helpfulness, patience, and tolerance. The findings of this study demonstrated general

agreement among the students on the understood characteristics of a good teacher.

In 1997 researchers at the Office of Educational Research and Improvement

conducted a study in which over 160 high school students participated in focus groups to

discuss day-to-day high school experiences. All participants, without exception, stated

that the means to learning was the classroom teacher. Students explained that they learn

best from a teacher who cares about his or her students, demonstrates enthusiasm for the
 23

subject in which he or she is teaching, is patient with others, has a sense of humor, and is

willing to stay after school to help students.

In a rare study, Spencer and Boon (2006) used open-ended questions to interview

four special education students. These interviews were designed to explore their

perceptions of effective teachers. The researchers found four major characteristics

identified by the students as requirements for teacher effectiveness. These traits included

having a sense of humor, building a positive relationship between the teacher and

students, opportunity to work alone or in a group, and developing a connection between

school and the student’s real life.

Nieto (1994) interviewed 10 high school students in order to collect students’

thoughts on what they felt were effective teacher practices. Students were interviewed

outside of school and were asked what practices they felt were the most effective in

helping them be successful in school. The practices the students identified as most

helpful were when teachers supported their students, were creative, made the subject

interesting, cared about students, and allowed students to speak in his or her native

language.

In one of the larger studies on student perspectives on teacher effectiveness,

Beishuizen, Hof, van Putten, Bouwmeester and Asscher (2001) collected data from 198

students enrolled in grades fourth through twelfth. As part of this research students were

asked to write an essay about a good teacher. Students were additionally instructed not to

mention or talk about specific teachers, but rather to discuss good teachers in general. As

a means of comparison, 17 teachers were also asked to complete this same assignment.

The findings of this study showed that the students in elementary school described good
 24

teachers primarily on their teaching ability as skilled instructors, whereas secondary

students placed a greater emphasis on building relationships between teacher and student.

Much like secondary students, teachers agreed that establishing positive relationships

with students is what makes for a good teacher. Curiously, the opinions of elementary

school students and teachers differed on the notable characteristics of a good teacher. The

authors explain this discrepancy between elementary students and teachers results from

the fact that teachers generally regard the establishment of relationships with students as

an inherent part of their profession. Younger students are less likely to identify these

traits separately from teaching itself.

Reflecting on her former high school years, Belton (1996) related that she tended

to perceive effective teachers as those individuals who displayed dynamic classroom

qualities. For instance, for her a good teacher was one who loved what he or she was

teaching, made the subject come to life, allowed for open discussion, used humor,

wandered around the classroom inquiring if students understood the material, displayed

that he or she really cared about each student, and was a person who worked to develop a

relationship with students.

In a study designed to determine the perception of third and fourth grade students

about the effectiveness of pre-service teachers, Bonds, Bonds, Sida, and Greenway (1991)

surveyed 98 students. Based on the data gathered from the responses, students in this

study felt that effective teachers actively involve students in lessons by open discussion

and value student input. Good teachers start lessons with clear expectations and a

stimulating introduction. Findings also revealed that students should be made aware that
 25

not only will they make mistakes; but it is necessary for growth and with practice they

can be successful.

Karsenti and Thibert (1998) conducted a case study in which six elementary

school teachers and their students were chosen to participate. The findings suggested that

the most effective teachers put a great deal of emphasis on effort rather than on ability,

allowed students to participate in creating classroom rules, held students accountable, and

developed a belief that with effort students could succeed. Additionally, effective

teaching included the ability to instill and foster high student motivation.

Schools in the Middle published in 1997 in partnership with NASSP reported the

results of a survey administered to approximately 1,000 students ranging in age from 13

to 17 years of age. Analysis of the data showed that over two-thirds of the students stated

that they believed good teachers explain things clearly and are willing to spend time

helping students. Other important characteristics mentioned by at least half of the

students included being fair to all students, considerate of students’ feelings, relating well

to students, and treating students like adults. Moreover, there was not a significant

difference between male and female responses. The findings suggest that teachers need

to build rapport, effectively communicate with students, display a good sense of humor,

and present information in an interesting manner.

Similar to the findings discussed above, Shedlin (1986) interviewed 487 sixth

graders who attended the school where he was principal. His research also asked

students to identify what it takes to be the “best” teacher. The list of qualities developed

by the students included the attributes of:

 26

• shows respect to all students

• has a sense of humor

• maintains high expectations

• can be strict when necessary, but is still always nice

• is excited and presents information in an interesting way

• uses cross-curricular teaching

• explains why it is important to learn content

• a willingness to listen to students

The findings of these studies clearly demonstrated the critical importance of the

personal qualities possessed by teachers. Students of all ages and abilities and from a

variety of backgrounds seem to be consistently drawn to teachers who exhibit warm,

personal and interpersonal qualities. The ability to create and maintain personal

relationship (with all its associated traits) are highly regarded and associated with

effective teaching. At least from the point of the view of the students themselves, who

the teacher is may perhaps be more important than what the teacher knows.

The Contrast between Age, Gender and Ethnicity

At times scholars have considered the differences in perceptions on effective

teaching according to age, gender, and ethnicity. Some have even suggested that

variations in perceptions and expectation about good teaching may help to account for

differences in academic achievement (Howard, 2002). For instance, Wentzel (2002)

 27

conducted an investigation at two high schools on the East Coast. One school consisted

of predominantly African American students while the other school was predominantly

White. In this study both schools’ students held similar views on the nature of effective

teaching. Moreover, students did not mention the race of teachers in their descriptions of

teacher effectiveness. Therefore, Wentzel (2002) concluded that students did not view

the race of the teacher as a factor in teacher effectiveness.

In an effort to reveal the gender differences in perspectives regarding a teacher’s

effectiveness, Younger and Warrington (1999) compared interviews with approximately

100 students assigned to single gender focus groups. The results of their study were

mixed. They reported that there was little distinction between male and female

perceptions in some aspects of effective teaching. However, in other areas the

differences in perceptions were significant. Specifically, both genders stated that an

effective teacher makes learning interesting and fun, is enthusiastic, is knowledgeable

about subject matter, and shows commitment to all students. Some of the important

differences found in this study were in the perceptions of teaching styles. Boys indicated

that a good teacher explains assignments well and gives instruction which will allow

them to know exactly what is required. In contrast, girls were much more likely to take

responsibility for their own learning and thus desired greater freedom from their teachers.

Additionally, both genders welcomed the opportunity for cooperative group activities;

however girls articulated that they much preferred to be placed in all girl groups. Both

sexes stated that it was important for a teacher to be willing to go over things as many

times as necessary and allow for questions to be asked. Interestingly, male students were

more likely to state that they wanted a teacher who developed friendships with his or her
 28

students and was willing to talk with them about shared interests outside of school work.

On the other hand, girls felt teachers should not be too friendly. The researchers also

discovered that even though boys and girls both expressed a need for positive

encouragement and praise, boys felt that individual praise should be conducted in private

whereas girls felt public praise was expectable. In the final analysis, the authors of this

study conclude that while there are important gender differences in perceptions on

effective teaching, there are also significant similarities. Specifically, they discovered

that both genders believed the most significant characteristics of an effective teacher was

someone who recognized the strengths of each individual student, showed an interest in

students as individuals, treated all students equally, and used his or her imagination to

make the subject being taught exciting.

Labonty and Danielson (1988) sought to investigate age and gender differences in

notions of effective teachers. The researchers presented eight children’s picture books

depicting effective teachers and ineffective teachers to a sample of third and sixth graders.

Four of the books presented depictions of effective teachers while the other four books

presented images and message of ineffective teachers. Upon the conclusion of the

reading the eight books, students were asked to rank the teachers. That is, each student

was asked to rank the teachers he or she would like to have as a teacher and those he or

she would least like to have for a teacher. The researchers found little gender or age

differences in teacher preference.

Although not a comparative study, Peacock (2006) interviewed Native American

students in order to gain greater understanding on their perceptions of effective teaching.

Peacock (2006) found that attitudes on effective teaching fell into two categories:
 29

effective teaching characteristics and effective personal characteristics. Effective

teaching characteristics included such attributes as having cultural knowledge,

encouraging students, setting high expectations, treating all students fairly, demanding

respect for and from all students, helping students, being interested in each student’s

success, listening and understanding students, and using different teaching strategies.

Effective personal characteristics included qualities such as being caring, friendly, fun,

easy going, opened minded, respecting students, having patience, and remaining at the

school.

In a large comparative analysis, Payne (1994) conducted a study employing

approximately 1,600 African American and Hispanic students. These students were

anonymously surveyed and were requested to rate their teachers on 20 items. Based on

the findings generated by the survey, eight teachers were then asked to participate in

interviews and observations. Of the teachers selected, three were rated by students as less

effective teachers, two were more effective and three were teachers with average ratings.

Based on interviews and observations, effective teachers appeared to be organized, held

open discussion in which student responses were welcomed, and showed respect to all

students. In an effort to motivate students, reinforcement, feedback, praise and attention

were all strategies used by the teachers. Further, effective teachers were tremendously

emphatic toward their students. Also, teachers viewed as most effective treated each

student as an individual and attempted to build positive rapport. In sharp contrast, the

least effective teachers displayed characteristics that were the mirror image of the

effective teachers. Generally, these teachers evidenced indifference, aloofness, and little

attempt at relationship building with students. Significant to the findings, the researchers
 30

also noted that the most effective teachers could truthfully express their strengths and

weaknesses in their efficacy as a teacher. Unfortunately the ineffective teachers could

not or would not display this ability.

Conclusion

As noted by Howard (2002) the integration of student voices in the discussion on

school reform is long past due. Certainly there is a strong basis to include these voices.

The scholarly literature reveals that there is a great deal of consistency in the perspectives

of students on the nature and characteristics of effective teachers. Moreover, their

perspectives are largely consistent regardless to gender, age, and ethnicity. The findings

reported in the literature generally reveal that students have provided educators with

many clearly distinct characteristics they associate with teacher effectiveness. Of typical

concern to students are that their teachers demonstrate strong interpersonal qualities

which equip them to build relationships and that they respect students. In one fashion or

another, these attributes are identified by students at all levels of academia, age groups,

gender, and ethnicity.

Emery, Kramer, and Tian (2003) argue that teaching is fundamentally a human

interaction. Therefore, it should not be surprising that, in the eyes of students, teaching

effectiveness is contingent on positively regarded personality attributes. That is, those

teachers which are most capable of forming warm personal relationships are also

seemingly more likely to be regarded as effective by their students. Jones (1989) found

that even when students were told not to include personality traits in their descriptions of

teacher effectiveness, the students included them anyway. Such strong inclinations and
 31

perceptions force teachers to assess their personal approach to their students and as well

as their profession.

Shedlin (1985) suggested that, other than a child’s family, elementary school is

the most important institution in a student’s life. Additionally, what is learned in

elementary school is a significant part of the foundation for all future learning. It makes

sense, therefore, that effective and ineffective teachers alike send powerful messages

which shape children in numerous ways. Closer examination of the perceptions of

students on teacher effectiveness is essential. Simply put, students can provide insights

on the nature of teaching that no one else can. The more professionals understand about

these voices the more likely they will be heard and heeded. Students can offer potential

solutions for what they believe works best for them. In essence, if we want to improve

the "product" of teaching, we need ask the "consumers" (A. Sheldin, personal

communication, September 20, 2006).

 32

CHAPTER 3

Methods

As stated in Chapter 1, this study examined the general question, “What do students

believe to be important characteristics of an effective teacher?” In order to investigate this

question, this study proposed using a qualitative research design employing semi-structured

interviews which explored the personal perceptions voiced by a sample of second, fourth,

and sixth graders on the characteristics of good teachers. Additionally, this study sought to

discover greater detail on the general attitudes and dispositions of these students along

important age, gender, and ethnic lines on notions of effective teachers. Thus, to restate the

general research questions relevant to this research, the investigator explored:

1. What do students in the grades second, fourth, and sixth believe to be important

characteristics of an effective teacher?

2. Do student beliefs differ according to patterns of gender and ethnicity?

Setting

The researcher conducted her study in one of the seven elementary schools within a

small school district adjacent to a larger metropolitan area. One high school and one

middle school also serve the children living in this particular district in the greater Portland,

Oregon area.
 33

The elementary school which served as the setting for this research was built in

1957 and draws its student population from several apartment buildings and small single-

family dwellings. At the time of this study, there were three classrooms per grade level,

from kindergarten to sixth grade, serving 483 students. Sixty-one full and part-time staff

members are employed at the elementary school. There are seven students in the Talented

and Gifted Program, and 77 who are on Individualized Education Plans (IEP’s) for

academic, behavioral or speech disabilities.

The school is rather culturally diverse. Specifically, the entire institution serves 25

Asian students (5% of enrollment); 9 African American students (2% of total enrollment);

72 Hispanic students (15% of enrollment); 72 Russian students (15% of enrollment); 293

Caucasian students (61% of enrollment); and 12 students (2% of enrollment) from other

nationalities. English Language Learners (ELL) services extend to 207 students with 11

languages being recognized. Moreover, due to the high percentage of students receiving

free and reduced lunch, this elementary school is a Title One school with 57% of the school

population being served by the free and reduced lunch program.

Such demographics render this school a particularly appropriate research setting

given the nature of the proposed study as well as the specific research questions posed by

the investigation.

Participants

The students who participated in this study were chosen from nine classrooms

included in the urban elementary school described above. The students who were asked to
 34

participate in the research were enrolled in the second, fourth and sixth grades at the time of

the study. A purposive sample of 30 students was used for the study.

A purposive sample was employed in this research as such a sampling strategy is

particularly useful in exploratory investigations where the researcher desires to highlight

and explore specific issues and characteristics. As a major purpose of this research was to

explore for important age, gender, and ethnic differences in the perception of characteristics

of effective teachers, the use of a purposive sampling approach was appropriate.

There were 69 second graders, 82 fourth graders, and 71 sixth graders enrolled in

the cooperating elementary school. Moreover, the ethnic composition of each grade level

was identified by the researcher. In second grade there were 29 Caucasian students; six

African American students; eight Russian students; 18 Hispanic students; and four Asian

students. In the fourth grade there were 36 Caucasian students; two African American

students; 12 Russian students; 22 Hispanic students; and six Asian students. In the sixth

grade there were 44 Caucasian students; two African American students; nine Russian

students; nine Hispanic students and seven Asian students.

The researcher strived to achieve gender balance in the sample by including 15

female and 15 male students and also attempted to achieve a fair representation of age and

ethnic composition. Specifically, ten students from each of the three grade levels of

second, fourth, and sixth served as participants in this study. Of the 30 second, fourth, and

sixth graders, two students from each of the ethnic groups of Caucasian, Russian, African

American, Asian and Hispanic were selected to represent each grade level. Moreover, five

male and five female students were selected from each grade level.
 35

The students were chosen by the researcher and classroom teachers from each of

the nine classrooms. The researcher met with each of the grade level teams to discuss

which students would participate. Additionally, specific research criteria were used in

choosing participants.

It was required that each student participant must:

• Speak and understand the English language

• Feel comfortable speaking with the researcher in an individual interview

• Return letter of ascent signed by parent or guardian

Individual students were excluded if:

• He or she does not speak and understand the English language

• Is too shy or uncomfortable speaking one-on-one with the researcher

• Signed letter of ascent is not returned

In situations where there were only two students representing an ethnic group, an

attempt was made to interview both students. However, due to the limited number

individuals from some ethnic groups, the researcher realized that there may not be an

equal number of male and female students represented from each ethnic group.
 36

Human Subjects Safeguarding

The researcher adhered to all essential elements of the ethical conduct of human

subject’s research. Specifically, these considerations include the issues of informed

consent, anonymity, confidentiality, and disposition of data.

To meet informed consent standards, the researcher secured a signed letter of

ascent from each participant’s parent or guardian (see Appendix A.). This letter informed

the parent/guardian of the nature and purposes of the research, the use and disposition of

the data, identification of any potential risks, and request from the parent to allow the

child to participate in the study.

In order to maintain the anonymity and confidentiality of the students, names

were not included or identified in the reporting of the findings. The recorded interviews

and transcripts are kept in a locked file, assessable only to the researcher. Additionally,

all data materials will be destroyed after a period of three years upon completion of the

dissertation.

Prior to collecting data, the researcher applied for and received approval to engage

in the investigative effort from the Human Subjects Committee at George Fox University.

No interviews were conducted until full approval was received from the George Fox

University Human Subjects Committee.

Research Design

The researcher proposed a qualitative study employing semi-structured interviews

with a purposive sample of 30 elementary school students in grades second, fourth, and

sixth. The interviews were conducted in a convenient and private location at the school
 37

itself. Moreover, the interview session included a list of only a few age appropriate

questions inquiring into the student’s perspective on the characteristics of a good teacher.

Each participant was interviewed individually. Only one interview session per

student was projected as only a few questions are appropriate given the age and

developmental level of the participants. Moreover, more than one interview session may

have proven to be a bit taxing for the students. With the permission of the

parent/guardian, each interview was tape recorded for later transcription.

Interview Instrument and Data Collection Procedures

A set of guide questions consisting of five inquiries served as the fundamental

data collection instrument (see Appendix B). Interview questions were developed by the

researcher and she personally conducted all interviews. The specific guide questions

were developed by the researcher utilizing components of interview questions stated in

some of the studies she reviewed, and redesigned to best meet the needs and conditions of

this research study. The researcher felt it was imperative that participants understood the

nature of the questions and were given multiple opportunities to answer the research

questions. Therefore, questions were restated to allow students to answer from an

additional point of view. It was also essential to this study that participants had a

common understanding of the term “good” as it was being used in this study. Each

student was asked the same set of guide questions. However, the researcher also used

prompts to elicit further information and elaboration as she deemed appropriate. As this

research used relatively young participants, attempts were made to limit the time required

for each interview. Individual interviews ran between 10 and 15 minutes. However, as a
 38

further ethical consideration, the researcher intentionally limited the time required for

each child’s participation.

The researcher initiated each interview by introducing herself and explaining why

she was conducting the interview. She also explained the expectations for the student

and let the child know that he/she could stop the interview at any time. Next, the

researcher devoted some time at the beginning of each interview with a few questions to

put the child at ease. This segment of the interview consisted of such innocuous

questions as: “What is your name?”; “How do you like second (fourth or sixth) grade?”;

“What is your favorite thing about school?” and; “What is your least favorite thing about

school?” At this point, the five guide questions were posed to the student.

As stated above, with permission each interview was tape recorded and later

transcribed. Additionally, however, the researcher kept notes of each interview in a field

journal. The purpose of the field journal was to record any major themes that emerged

during the interviews, comments on interview performance (needed for reference and

modification for subsequent interviews), and nature and characteristics of the child. The

data contained in the interview transcriptions and notes from the field journal served as

the data sources for later analysis.

The researcher also conducted a field test with three children, one from each of

the proposed grade levels, prior to starting her research interviews. A pretest of the

interview instrument provided the researcher with the knowledge that the five guide

questions could be easily understood by similarly aged children. A signed letter of ascent

from each of the parents of the three children were obtained, however the researcher did

not include the data from these additional interviews in her analysis.
 39

All data was collected during the spring of the 2006-2007 school year. No

additional interviews were required beyond the 2006-2007 school year.

Data Analysis

The data collected were analyzed by the researcher. Analysis of qualitative data

is one of the most tedious activities faced by social and educational researchers (Berg &

Berg, 2006; Strauss, 1987). Therefore, in order to facilitate data analysis, interviews

were transcribed and coded in a three step process. First, the researcher engaged in open

coding of all data. At this point, all specific attributes of good teachers identified by the

students were noted and labeled. This treatment of the data yielded a large number of

specific traits. In fact, 51 individual attributes were suggested by the 30 students of this

study. Second, the researcher engaged in the process of axial coding. At this point,

specific attributes were grouped together according to similar notions and like ideas.

This data treatment activity required that the researcher collapse the specific attributes

into categories of responses to a more manageable number. Finally, the researcher

pursued selective coding of the data. This data treatment activity required an even further

refinement of the axial coding process and more collapsing of categories of responses.

As a result of this effort, four general categories of perceptions were identified.

Next, the data were analyzed to examine for patterns and themes, and to discover

what students feel are the most important characteristics and/or qualities of a good

teacher. Similarities and differences were examined between the different ages, gender

and ethnic groups of students. Lists of characteristics of a good teacher were compiled

according to the basic breakdown on age, gender, and ethnic characteristics of the child
 40

and by the number of students identifying specific attributes and the frequency to which

traits were identified by the children. The next chapter will discuss in greater detail the

treatment of the data and manner in which the data were analyzed.

Role of the Researcher

The researcher is a sixth grade teacher at this elementary school where she is

currently completing her twelfth year of teaching. As such, she is generally known to the

participants of the study and, therefore, had already established a rapport with most of the

students.

The researcher is also the principle investigator of this study which is an essential

component of her Doctor of Education program. She developed all materials used in this

study, personally conducted all interviews herself, and performed the analysis of all data.

Limitations of the Research

The most obvious limitation of this research is common to almost all forms of

qualitative research designs. Namely, the findings of this research cannot be generalized to

a larger population. As this research uses a non-probability sampling technique (i.e. a

purposive sample), findings are specific to the sample under investigation. Thus, general

conclusions to larger populations are inappropriate.

Another potential shortcoming is that research with young children can be

extremely complex and limited in nature. By design this study limited the number of

questions presented to the child participants. As such, there was an imposed limitation on
 41

the information gathered. Simply, much more could be discovered in this research

attempt. A greater number of questions could be used and a longer interview time would

result. However, the researcher deliberately selected to sacrifice the amount of data in

lieu of the ethical consideration of limited research and time with children (Rubin &

Rubin, 1995).

Potential Contributions of the Research

A review of the literature on the characteristics of effective teachers reveals that

minimal effort has been put forth in an endeavor to allow for student input. That is,

researchers have not really explored student perceptions on the characteristics of effective

teachers. One of the strengths of this study is that it represents an exploratory investigation

into those perceptions. Further, this study goes beyond those perceptions to explore for

important age, gender, and ethnic differences (or similarities for that matter) in the way this

sample of students perceives effective teachers.

It was the hope of this researcher that this study would provide insight into the

dynamics of learning for students of all ages, gender, and ethnic groups by allowing

students to have an active voice. A greater understanding of their personal perceptions may

ultimately encourage students to be a voice in school reform. That is, they will become

fully included in the learning process which will help to develop mutual respect between

teachers and students. Educators must ceaselessly thrive to improve in their effectiveness

in order to prepare students to meet the high academic standards they will be faced with

throughout their educational career.

Also, the researcher desires that the findings of this study can be used in teacher
 42

education programs to help prepare our future educators. Gaining insight into students’

perception of teacher effectiveness will allow educators to deepen their understanding of

what students are looking for in a “good” teacher and in turn better meet the needs of their

students. After all, the students are the ones directly affected by a teacher’s effectiveness.

By ensuring that all voices are heard, students will no longer be almost non-existent in this

area of research which may in turn result in students’ perception of schooling being

improved.
 43

CHAPTER 4

Findings

The question driving this study was “What do young students believe to be

important characteristics of an effective teacher?” This chapter presents the major

findings derived from the analysis of the data. Of uppermost concern for the researcher

was that the perspectives, attitudes, and values of the students be faithfully represented.

Thus as part of this investigative process, the researcher engaged the data generated from

the interviews with careful attention to detail and consistency. In essence, it is the desire

of the researcher to give voice to the children’s views on the qualities of effective

teachers.

Analytical Approach

The researcher approached the data in two basic ways. First, a review of the data

was conducted as a means to identify prevailing perspectives, attitudes, and desire of the

sample of students as a whole. In other words, the data were examined for generalized

beliefs voiced by the children as a total sample. Second, the data were examined for

similarities and differences and other important patterns according to gender, age, and/or

ethnicity. In this regard, the researcher painstakingly organized and arranged each

individual student response for each question at which time the data were coded and

analyzed and attitudinal and perception patterns according of gender, age, and

race/ethnicity were identified.

 44

As stated in the last chapter, a total of 30 students, 14 male and 16 female,

participated in this research study. Additionally, ten students represented each grade

level. Thus, 10 students were second graders, 10 were fourth graders, and 10 were sixth

graders. From the fourth and sixth grade subsamples, there were five female and five

male students. However, in the second grade subsample, there where six female and four

male students. Also at each of the three grade levels, two students from each of the

ethnic groups of Russian, Hispanic, Asian, African American and Caucasian were

interviewed. As explained in the previous chapter, the researcher attempted to maintain a

balance between gender, age and ethnicity which caused the small gender discrepancy at

the second grade level.

Personal Perspectives Typology

A list of the characteristics of good teachers was compiled based on the comments

made by all 30 participants. A total of 51 general characteristics of good teachers were

initially extracted from the transcribed interviews in the open coding process of the data

analysis. This stage of the data analysis required the researcher to identify all the

individual qualities of good teachers suggested by the children. In the axial coding stage,

the researcher clustered similar sentiments together which refined the categories of

responses. As the coding process evolved into the third stage of selective coding, the

general categories identified by the axial coding were constructed into four general

personal perspectives on good teachers. Thus, as a result of the processes of opening

coding, axial coding, and selective coding, similarities in themes and sentiments were
 45

identified and used to create a conceptual classification system of the student opinions on

the characteristics of a good teacher (Table 1).

Table 1

Typology of Personal Perceptions of Good Teachers

______________________________________________________________________________

Personal Characteristics
A personal view that a good teacher is one who demonstrates appealing and desirable interpersonal
qualities.

Examples:
- A good teacher is nice
- A good teacher is friendly
- A good teacher is fun

Teaching Characteristics
A personal view that a good teacher is one who demonstrates pedagogical competence and professionalism

Examples:
- A good teacher knows what he/she is teaching
- A good teacher models lessons for students
- A good teacher has the ability to communicate lesson material

Teacher-Student Relationship
A personal view that a good teacher is one who demonstrates the ability to connect with and understand
his/her students on a personal level.

Examples:
- A good teacher does not yell at students
- A good teacher pays attention to students
- A good teacher helps his/her students

Classroom Environment and Management

A personal view that a good teacher is one who creates a positive and pleasant environment and manages
the classroom appropriately.

Examples;
- A good teacher creates a safe classroom environment
- A good teacher maintains classroom discipline
- A good teacher rewards good behavior
______________________________________________________________________________
 46

It is important to note that this typology was constructed based on the opinions

displayed by the total sample and serves as a general framework for later, more specific

analyzes related to the research questions identified in Chapter 1.

Specifically, the typology was constructed according to broad attitudinal

dispositions. That is, each personal perspective type is a general category and includes

specific attitudes and opinions that were deemed to identify similar traits displayed by

effective teachers. For instance, one student may say that a good teacher is “nice” while

another student may proclaim that a good teacher is “fun.” Both sentiments reflect a

personality attribute of the teacher. Thus, such responses formed one of the types in the

typology namely that of “Personal Characteristics.” Additionally, many of the students

indicated opinions reflecting all four of the personal perspectives while others offered

sentiments reflecting only one or two of the perspectives. All the students’ responses

could be classified in at least one of the personal perspectives types of the typology.

The four personal perspectives included in the typology are: Personal

Characteristics, Teacher Characteristics, Teacher-Student Relationship, and Classroom

Environment and Management.

Personal Characteristics

Many students were inclined to see good teachers as individuals who possessed

and projected positive personality qualities. As mentioned above, sentiments equating

good teachers with individuals who were nice, friendly, and fun were common among the

children of this study. As a result, a prominent personal perspective type of personal

characteristics was included in the typology. Formally stated, personal characteristics

 47

involve the personal perspective among the students that a good teacher is an individual

who demonstrates appealing and desirable interpersonal qualities.

Teacher Characteristics

One commonly held notion among the students was that a good teacher is an

individual who demonstrates pedagogical competence and professionalism. Students

expressed this sentiment in a variety of ways. However, the overall theme was an

identification of quality instruction or professionalism with being a good teacher. Thus,

the personal perspective teacher characteristics is defined as the view that a good teacher

is one who knows what he or she is teaching and has the ability to effectively

communicate lesson material.

Teacher-Student Relationship

A significant proportion of the children identified interpersonal qualities as

associated with good teachers. Of specific significance, students identified not only

interpersonal qualities but also behavioral acts as part of this perspective. Thus, a good

teacher is not only one who appears helpful, but who actually engages in helping

behavior. Teacher-student relationship is a personal view that a good teacher is one who

demonstrates the ability as well as acts to connect with and understand his or her students

on a personal level.
 48

Classroom Environment and Management

In addition to the identification of desirable personal qualities and behaviors,

some students were inclined to associate the nature of the class structure itself as

connected to good teachers. For these children, the general classroom environment

created by the teacher and the manner in which the class itself was supervised is an

important dimension of their view of a good teacher. Accordingly, the personal

perspective of classroom environment and management is a personal view that a good

teacher is one who creates a positive and pleasant environment and manages the

classroom appropriately all the while providing an environment where learning is

enhanced.

Data Treatment and Data Analysis

Once the typology of personal perspectives on the nature of good teachers was

constructed, the researcher sorted the specific views and attitudes identified by each

children into the conceptual framework. That is, specific views and sentiments were

placed into the appropriate personal perception category of the typology. However, many

of the comments represented the opinions of one or only two individuals and, thus,

created too many individual responses to make their analysis meaningful. That is, the

inclusion of isolated opinions into the data analysis proved to be too unwieldy in the data

analysis stage. As a result, the researcher decided to focus the data analysis on the 15

most commonly expressed sentiments on the nature of good teachers (Table 2). Thus, it

is critical to note that this report only deals with those 15 most common attributes

identified by the children. This data treatment technique allowed the researcher to focus
 49

her attention on the more commonly shared views. As a result, this approach provided a

consistent, logical, and streamlined procedure to examine the data and make comparisons

across groups.

Table 2

Fifteen Most Commonly Identified Traits of Good Teachers for the Total Sample
_____________________________________________________________________________________

Response Number of Students Percent of Students

Responding* Responding
_____________________________________________________________________________________

1) Nice 30 100%
2) Helps Students 21 70%
3) Teaches Many Subjects 18 60%
4) Discipline 16 53%
5) Does Not Yell at Students 14 47%
6) Respectful of Students 14 47%
7) Fun 13 43%
8) Gives Homework 12 40%
9) Rewards Good Behavior 10 33%
10) Explains Things Well 9 30%
11) Organized 8 27%
12) Positive Role Model 7 23%
13) Provides Safe Environment 7 23%
14) Reads to Students 7 23%
15) Believes in His/Her Students 6 20%
______________________________________________________________________________________

*Number of Students = 30

Further, the information related to these 15 most common attributes identified by

the students was analyzed in two ways. First, the number of students who indicated a

specific trait of good teachers was identified and placed within the typological conceptual

framework (Table 3). For instance, the number of students who indicated in their

interviews that a good teacher is one who is fun was counted along with its percentage of

the sample. In this case, 13 of the 30 students suggested that a good teacher was fun. As

such, 43% of the students in the total sample identified this trait as associated with good
 50

teachers. Further, the notion that a good teacher is a fun teacher conceptually fits under

the personal characteristics category. This technique is a rather direct and

straightforward way of treating and analyzing the data.

Table 3

Number of Students Indicating Traits of Good Teachers for the Total Sample
______________________________________________________________________________________

Number of Students* Percent of Students

Indicating Trait Indicating Trait
______________________________________________________________________________________

Personal Characteristics
Nice 30 100%
Respectful of Students 14 47%
Fun 13 43%

Teacher Characteristics
Teaches Many Subjects 18 60%
Gives Homework 12 40%
Explains Things Well 9 30%
Organized 8 27%
Reads to Students 7 23%

Teacher-Student Relationship
Helps Students 21 70%
Does Not Yell at Students 14 47%
Positive Role Model 7 23%
Believes in Students 6 20%

Classroom Environment and Management

Discipline 16 53%
Reward Good Behavior 10 33%
Safe Environment 7 23%
______________________________________________________________________________________

*Number of Students = 30

However, virtually all the students identified more than one attribute of good

teachers. Some students only identified two or three qualities of good teachers. Others,

on the other hand, indicated five or six attributes. As a result, some perceived
 51

characteristics of good teachers were mentioned more frequently than others. Thus, there

was a proportional difference in the frequency in which specific attributes were identified

by the students. For instance, all 30 students stated that a good teacher was nice, yet only

six of the students indicated that a good teacher is one who believes in his or her students.

The fact that some characteristics were more likely to be mentioned than other

traits suggested a second more abstract way to analyze the data. Taken together, 192

references were offered by the students on qualities of good teachers (Table 4). The

researcher wanted to identify the proportion in the frequency of each of the responses.

This information reveals which of the four personal perspectives appear to be more

important to the children of this study. To illustrate, among the total sample of students,

13 of the 192 total references indicated that a good teacher is fun. Thus, 7% of all the

responses linked a good teacher with a fun teacher. This piece of information combined

with the proportion of references to the other attributes falling under the personal

characteristics category tell us what percent of the references offered by the children in

this study emphasize the personal characteristics of a good teacher. Moreover, the

frequency of the references assumed under each category of personal perspectives

typology serves as an important indicator of what general characteristics constitute a

good teacher in the minds of these students.

 52

Table 4

Frequency of References to Traits of Good Teachers for the Total Sample

______________________________________________________________________________________

Number of References* Percent of References

______________________________________________________________________________________

Personal Characteristics
Nice 30 16%
Respectful of Students 14 7%
Fun 13 7%

Subtotal 57 30%

Teacher Characteristics
Teaches Many Subjects 18 9%
Gives Homework 12 6%
Explains Things Well 9 5%
Organized 8 4%
Reads to Students 7 4%

Subtotal 54 28%

Teacher-Student Relationship
Helps Students 21 11%
Does Not Yell at Students 14 7%
Positive Role Model 7 4%
Believes in Students 6 3%

Subtotal 48 25%

Classroom Environment and Management

Discipline 16 8%
Reward Good Behavior 10 5%
Safe Environment 7 4%

Subtotal 33 17%

Total 192 100%

______________________________________________________________________________________

*Number of References = 192

 53

General Findings on the Total Sample

Personal Characteristics

Given the nature of the literature on student perceptions of good teachers, it is of

little surprise that personal characteristics occupied a prominent place in the student’s

opinion of the characteristics of an effective teacher. Indeed, this importance is

illustrated in the fact that all of the 30 students stated that a good teacher is nice (Table 3).

Moreover, it is interesting that regardless to age, gender, or ethnicity all the students

equated a good teacher with the personal quality of being nice.

A sixth grade girl of Russian ethnicity typified the sentiments of the sample:

“A good teacher is nice to her students and that is all she needs to be.”

Reflecting two features of good teachers, a second grade African American girl

explained:

“You can’t be mean to students if you’re a good teacher, but you can

always be nice and respectful. Teachers can always choose to be nice and

respectful.”

As indicated by the student quoted above, respect was also an important

dimension of good teaching for this sample of students. Nearly half of the sample (47%)

stated that a good teacher is respectful of students. An African American fourth grade

boy said:
 54

“A good teacher shows respect to his or her students by really caring

about what the student is saying to them . . . A good teacher show his or

her students respect. Like, they look at you when you’re talking and wait

for the student to finish talking before walking away.”

Additionally, 43% of the students referred to a good teacher as fun. This is

probably not too surprising as one might expect young children to highly value having

fun. However, among the fifteen most common responses, the attribute of fun was

seventh on the list with discipline actually ranking above it and the disposition to give

homework just below it (Table 2). A sixth grade African American girl succinctly

summarized this sentiment:

“A good teacher wants to have fun too.”

Clearly these students recognized the personal attributes of an individual as

fundamentally connected to being a good teacher. This conclusion is supported by the

proportion of responses (Table 4). Of the 192 references to qualities of good teachers, 57

related to the personal characteristics of a teacher. In other words, almost one-third of

all references related to personal qualities. In fact, compared to the other categories of

the personal perspectives typology, references to the personal characteristics of teachers

represented the largest proportion of comments slightly more than references to teacher

characteristics (30% to 28%).

 55

Teacher Characteristics

Interestingly, the professional competence of the teachers is widely recognized by

the students in this sample. In fact, the students in this sample identified a larger number

of individual traits related to teacher characteristics than any of the other categories of

the typology (Table 3). Specifically, well over half the students regarded a good teacher

as one who teaches many subjects (60%). This disposition reveals that students

recognize not only that good teachers know many things but that they also work hard. A

fourth grade Asian American girl declared:

“A good teacher tries to teach each student everything they are going to

need to know for the next grade. They teach students before they go (to

the next grade level) so they get ready for what is coming.”

Another student, a fourth grade boy of Russian extraction said:

“A good teacher teaches all kinds of things. And they got to teach them

good because you got to make them pass college.”

One of the more interesting findings is that a significant number of the students in

this sample related a good teacher to assigning homework. Forty percent of the students

(12 out of the 30) said that a good teacher gives homework. This may seem a little

surprising as it might be assumed that students would place greater importance on other

attributes of good teachers. Yet, this finding suggests that the professionalism of teachers
 56

is recognized and apparently valued by young students. However, students tended to

qualify their views about homework by attaching other sentiments as well. For some

homework and class assignments were important if they were balanced and productive.

In this regard, a second grade Caucasian boy stated:

“A good teacher does not give you work that is too hard or too easy –

everything is just always just right.”

Others felt that homework was important as it reflected the teacher’s care and

concern for his or her students. A second grade Asian American girl explained:

“A good teacher hands out homework but tells you its okay if you do

everything wrong because she will help you fix it.”

Additionally, students commented on the good teacher’s ability to explain

material, be organized, and read to students. Regarding the ability to explain material,

one student, a sixth grade student of Russian ethnicity reflected:

“Make sure the kids understand like what the teacher’s talking about and

like help them out . . . A good teacher will explain things again because

some students just don’t get it the first time.”

 57

Being organized was also deemed to be an important characteristic of good

teachers. A sixth grade Caucasian girl explained:

“If a teacher has to spend a long time searching the classroom asking

herself, ‘Now where did I put those math worksheets’ or whatever, then

that is wasting the classes’ time and that is not a good teacher.”

Similarly, a fourth grade Asian American girl said:

“A good teacher knows what she is going to teach and where things are at

every single day.”

Taken together over one-fourth of the references to good teachers included traits

describing teacher characteristics (Table 4). Specifically, 54 of the 192 references fell

into the teacher characteristics category of the conceptual typology. Thus, 28%, second

only to the references to personal characteristics, involved descriptions of and references

to the professional competence of the teacher.

Teacher-Student Relationship

Relationships were also very important to this sample of young students.

Especially prominent in their comments was the perceived helpfulness of the teacher

(Table 3). Among the 30 students, 21 (70%) specifically identified helping behavior as

part of the attributes of good teachers. In fact, this characteristic was the second most
 58

prominent attribute referred to by the students. The students in the sample described this

attribute in a variety of ways. However, basic to all was the notion that the teacher is

sensitive to the needs of students and willing to engage in helping behavior. A sixth

grade Hispanic girl explained:

“A good teacher should know when their student is having trouble in

something and that if the student is too shy to ask for help the teacher

should walk over to the student and help them anyway, you know, maybe

with a one-on-one conference.”

Another student, a sixth grade Caucasian boy stated:

“I had a good teacher once and what she did was if we got the answer

wrong, she would just help us get it right. She would have us do it

ourselves so that we actually got smarter and she did not just give us the

answer.”

A fourth grade Asian American girl commented:

“When it’s the teacher’s lunch and break time, she is willing to stay in and

work with a student so they can do it together when there’s not a lot of

people so they don’t disturb them.”

 59

It is also interesting that just under half of the students (47%) said that a good

teacher does not yell at students. It is a rather revealing finding that so many of the

students indicated this sentiment. Typical was the response of a Caucasian girl in the

fourth grade who said:

“They don’t need to be uptight, strict and yelling at the kids all the time.”

Another child, an African American boy in the second grade declared:

“A good teacher does not yell at his or her students, because there ain’t

never a good reason to be yelling at students!”

Other students referred to the role modeling abilities of good teachers and a few

commented on the tendency for good teachers to believe in their students. For example,

an African American fourth grade boy explained:

“A good teacher says things to students just like they would want students

to say to them like, ‘That is very interesting,’ and you know – things like

that.”

Similarly, a second grade Hispanic girl observed:

 60

“A good teacher says good things to students like ‘please’ and ‘thank you’

– just like she wants us to do.”

Regarding the respect toward students projected by good teachers, a fourth grade

Hispanic girl offered this insightful comment:

“They have a lot of patience and they have to tell the children that they

believe in them and to give them hope.”

Twenty-five percent of all references to good teachers involved comments related

to the relationship between teachers and students (Table 4). In fact, 48 of the 192

references could be included in this category of the typology.

Classroom Environment and Management

Beyond dispositional qualities, professional competence, and relational attributes,

a number of the students also identified the ability to manage the classroom and create a

positive environment as important elements for good teachers. Most prominent in this

regard was the discipline imposed by the teacher (Table 3). Over half of the students in

this sample (53%) specifically identified the way discipline is administered as part of the

being a good teacher. Interestingly, a number of the students not only made references to

discipline but also associated it with a sense of justice. For instance, a fourth grade Asian

American boy stated:

 61

“If I get into trouble and my friend gets in trouble too, I think a good

teacher would send us both to the timeout room – not just me.”

Along with a sense of justice, one-third of the students also identified the

tendency to reward good behavior as part of good teaching. A fourth grade Hispanic boy

explained his views very simply:

“And if they (students) do a good job, I would give them an extra recess.”

Although not reflected in the personal perspective of the majority of the student,

nevertheless, seven students (23% of the total sample) indicated that the creation of a

healthy, safe classroom environment is part of being a good teacher. In this regard a sixth

grade Asian American girl reflected:

“A good teacher makes a classroom safe. Students would feel safe and

comfortable for you to be there. The classroom would be made to feel like

your second home – sort of.”

Considering the entire sample of students, less than one in five children (17%)

offered references to characteristics of good teachers that were included under the

category classroom environment and management (Table 4). Thirty-three of the 192

references offered by the students in this sample were of this nature.

 62

Research Question #1

What do students in second, fourth, and sixth grades believe to be important characteristics

of an effective teacher?

One of the specific research questions guiding this qualitative study from the

beginning was the issue whether there might be age differences in the perceptions of what

constitutes a good teacher. Overall, an examination of the data reveals that there are few

substantial grade-level differences in perceptions among the students who participated in

this study.

Personal Characteristics

There appear to be few grade-level (and therefore age) related differences in the

personal characteristics of good teachers (Table 5). If anything, the students in the three

different grades held remarkably similar views and in the same proportions on the various

specific personal characteristic attributes. As was discussed previously, all the students

regarded the quality of being nice as essential to good teachers. On the attributes being

respectful to students and being fun, the percentages between the grade levels are

virtually identical.

It is interesting that while with 30% of all references, personal characteristics

represented the largest category of frequency of references among the total sample (Table

4), for only the fourth graders did personal characteristics represent the larger set of

responses (Table 6). Thirty-five percent of all references to good teachers offered by the

sixth graders referred to personal characteristics compared to 27% for second graders

and 29% for fourth graders.

 63

Table 5

Number of Students Indicating Traits of Good Teachers by Grade Level

Second Fourth Sixth

Grade Grade Grade

N % N % N %

Personal Characteristics
Nice 10 100% 10 100% 10 100%
Respectful of Students 4 40% 5 50% 5 40%
Fun 4 40% 4 40% 5 50%

Teacher Characteristics
Teaches Many Subjects 7 70% 7 70% 4 40%
Gives Homework 4 40% 7 70% 1 10%
Explains Things Well 2 20% 3 30% 4 40%
Organized 2 20% 2 20% 4 40%
Reads to Students 4 40% 3 30% 0 0%

Teacher-Student Relationship
Helps Students 5 50% 7 70% 9 90%
Does Not Yell at Students 3 30% 7 70% 4 40%
Positive Role Model 4 40% 2 20% 1 10%
Believes in Students 3 30% 3 30% 0 0%

Classroom Environment and Management

Discipline 7 70% 5 50% 4 40%
Reward Good Behavior 3 30% 3 30% 4 40%
Safe Environment 3 30% 1 10% 3 30%

However, even when the individual attributes listed under personal

characteristics are examined, there are no substantial grade-level differences among the

students of this study on perceptions of good teachers. Fifteen percent of all references to

good teachers included indications of being nice for both the second and fourth graders

and 17% of such references among sixth graders. Moreover, the other attributes, respect

for students and the notion that good teachers are fun are equally referenced across the

grade levels.
 64

Table 6

Number of References to Traits of Good Teachers by Grade Level

Second Fourth Sixth

Grade Grade Grade

N % N % N %

Personal Characteristics
Nice 10 100% 10 100% 10 100%
Respectful of Students 4 40% 5 50% 5 40%
Fun 4 40% 4 40% 5 50%
18 27% 19 29% 20 35%

Teacher Characteristics
Teaches Many Subjects
Gives Homework
Explains Things Well
Organized
Reads to Students
7 70%
4 40%
2 20%
2 20%
4 40%
19 29%
7 70% 4 40%
7 70% 1 10%
3 30% 4 40%
2 20% 4 40%
3 30% 0 0%
22 31% 13 22%

Teacher-Student Relationship
Helps Students
Does Not Yell at Students
Positive Role Model
Believes in Students
5 50%
3 30%
4 40%
3 30%
15 23%
7 70% 9 90%
7 70% 4 40%
2 20% 1 10%
3 30% 0 0%
19 27% 14 24%

Classroom Environment and Management

Discipline 7 70% 5 50% 4 40%
Reward Good Behavior 3 30% 3 30% 4 40%
Safe Environment 3 30% 1 10% 3 30%
14 21% 9 13% 11 19%

Total 65 100% 69 100% 58 100%

Teacher Characteristics

As is the case with personal characteristics, the attributes reflecting teacher

characteristics are generally equally distributed among the three grades of students

(Table 5). This is especially so for the second and fourth graders. For these two grades
 65

the percentage of students indicating specific attributes of teacher characteristics are

virtually the same. However, there is a little divergence with the sixth graders. For these

older students only 10% associated giving homework with being a good teacher

compared to 40% of second graders and 70% of the fourth graders. Additionally, none of

the sixth graders indicated the tendency to read to students as important for being a good

teacher compared to 40% of second graders and 30% of the fourth graders. The fact that

none of the sixth graders equated good teaching with reading to students likely reflects

the maturation of these older students.

The number of references to specific attributes of good teachers also indicates a

general similarity in perceptions among this sample of students (Table 6). Once again the

similarity is most obvious among the two younger age groups, the second graders and the

fourth graders. For instance, among second graders 29% of all references to good

teachers and 31% of all references among fourth graders relate to teacher characteristics.

In effect, almost one-third of their references associate good teachers with the

professional characteristics. However, only about one out of five references to good

teachers among the sixth graders (22%) related to the professionalism of teachers. When

the data are analyzed in this way there does appear to be a slight age difference in the

perceptions of good teachers.

Teacher-Student Relationship

Once again the data demonstrate the consistency to which the students in this

sample regard attributes reflecting teacher-student relationship (Table 5). In this

category of the typology, these children tend to highly regard the same specific attributes
 66

in more or less the same proportion. For all three grade-levels the tendency to help

students is the most esteemed characteristics reflecting good teachers. (Although among

the fourth graders this attribute was actually identified by an equal number of students as

the notion that a good teacher does not yell at students.)

The number of references to qualities of good teachers also provides some

evidence of the fundamentally similar views among second and fourth graders and the

beginning of a divergence among the older sixth graders (Table 6). Specifically, twenty-

three percent of all references given by second graders, 27% of references offered by

fourth graders, and 24% of all reference cited by sixth graders were classified under the

teacher-student relationship category of the typology. This would appear to suggest that

students in all three grades levels were inclined to reference Teacher-student relationship

in about equal proportions. However, a closer examination of the data reveals that only

1% of references to good teacher attributes among the sixth graders related to either being

a positive role model (1%) or believes in students (0%). Yet, these specific traits are

more frequently identified among the second graders (11%) and fourth graders (7%).

Defining a good teacher as a good role model and one who displays confidence in

students may indicate the tendency among younger students to look to adults for visual

cues of appropriate conduct and expectations. If so, this is potentially an important

insight on the personal perspective of good teachers common among younger students.

Classroom Environment and Management

There is a slight tendency for the youngest children in this study, most notably the

second graders, to emphasize the notion that being a good teacher involves discipline
 67

(Table 5). Seventy percent of second graders identified discipline as a trait of good

teachers compared to 50% of fourth graders and 40% of sixth graders. Interestingly, an

equal percentage of second graders and sixth graders indicated that good teachers provide

a safe environment for students. Only, one fourth grade student (10%) identified this to

be an important aspect of good teaching.

Table 6 depicts the frequency of references to specific traits of good teachers

identified by grade-level. As with the other categories of the typology, there are more

similarities than differences expressed by the students in this study. The biggest

difference is found among the fourth graders. In fact, 21% of the references to good

teachers offered by the second graders and 19% of the references among the sixth graders

indicate traits classified under the classroom environment and management category of

the typology. However, the data reveal that only 13% of all references given by the

fourth graders fall into this category.

Research Question #2

Do student perceptions differ according to patterns of gender and ethnicity?

This research attempted to examine a second major research question. Namely,

do personal perspectives of the students in this study differing according to the child’s

gender and ethnicity? It is a complicated issue. However, qualitative research designs

are especially good at exploring such intricate topics.

 68

Personal Characteristics

Considering the number of student responses on qualities of good teachers, there

is a slight gender difference in the identification of personal qualities of good teachers

(Table 7). Interestingly, girls were more inclined to indicate that respect for others is an

important trait for good teachers compared to boys. In fact, over half (56%) of the girls

specifically stated that a good teacher is respectful of students whereas only about a third

(36%) of the boys voiced similar views. A similar gender difference was found in the

idea that a good teacher is one who is fun. Once again over half (56%) of the girls in the

study pointed to this attribute but less than a third (29%) of boys referenced that a good

teacher is one who is fun.

The percent of references to specific traits were rather similar among the genders

in this sample (Table 8). Twenty-eight percent of all the references to specific traits

offered by girls involved the personal characteristics of the teacher. Likewise, 30% of

all the references to specific attributes identified by the boys too included personal

characteristics. Thus, the boys and girls in this study made virtually equal proportional

references of the three personal traits assumed under this category of the typology.

Considered by ethnicity, the data indicate two different patterns. First, the

proportion of students in each ethnic category who indicated personal characteristic

attributes is similar (Table 9). For instance, a fairly comparable number indicated that

good teachers are nice, respectful to students and fun. In fact, only among the Asian

American students was there a failure to refer to good teachers as fun.

However, an examination of the proportion of references reveals some variations

in perceptions (Table 10). Specifically, analyzing the volume of their references to the
 69

Table 7

Number of Students Indicating Traits of Good Teachers by Gender

______________________________________________________________________________________

Male Female
N % N %
______________________________________________________________________________________

Personal Characteristics
Nice 14 100% 16 100%
Respectful of Students 5 36% 9 56%
Fun 4 29% 9 56%

Teacher Characteristics
Teaches Many Subjects
Gives Homework
Explains Things Well
Organized
Reads to Students
7 50%
6 43%
3 21%
2 14%
3 21%
11 69%
6 38%
6 38%
6 38%
4 25%

Teacher-Student Relationship
Helps Students
Does Not Yell at Students
Positive Role Model
Believes in Students
7 50% 14 88%
8 57% 6 38%
4 29% 3 21%
3 21% 3 19%

Classroom Environment and Management

Discipline 9 64% 7 44%
Reward Good Behavior 5 38% 5 31%
Safe Environment 3 21% 4 25%
______________________________________________________________________________________

traits of good teachers, Asian American children and students of Russian ancestry offered

fewer comments on personal attributes compared to their classmates of other ethnic

backgrounds. Only about a quarter of the references to good teachers qualities voiced by

Asian American students (23%) and ethnically Russian students (27%) include personal

characteristic attributes while the other groups were closer to a third of their references.
 70

Table 8

Number of References to Traits of Good Teachers by Gender

______________________________________________________________________________________

Male Female
N % N %
______________________________________________________________________________________

Personal Characteristics
Nice 14 17% 16 14%
Respectful of Students 5 6% 9 8%
Fun 4 5% 9 8%
23 28% 34 30%

Teacher Characteristics
Teaches Many Subjects 7 8% 11 10%
Gives Homework 6 7% 6 6%
Explains Things Well 3 4% 6 6%
Organized 2 2% 6 6%
Reads to Students 3 4% 4 4%
21 25% 33 32%

Teacher-Student Relationship
Helps Students 7 8% 14 12%
Does Not Yell at Students 8 10% 6 6%
Positive Role Model 4 5% 3 3%
Believes in Students 3 4% 3 3%
22 27% 26 24%

Classroom Environment and Management

Discipline 9 10% 7 6%
Reward Good Behavior 5 6% 5 4%
Safe Environment 3 4% 4 4%
17 20% 16 14%

Total 83 100% 109 100%

______________________________________________________________________________________

On the other hand, however, the African American students, Hispanic students

and Caucasian students were more inclined to include references to personal

characteristics in their interviews. All of these groups referred to personal

characteristics in over 30% of their descriptions of good teachers (Table 10).

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Table 9

Number of Students Indicating Traits of Good Teachers by Ethnicity

African American Asian America Hispanic Russian Caucasian

N % N % N % N % N %

Personal Characteristics
Nice 6 100% 6 100% 6 100% 6 100% 6 100%
Respectful of Students 4 67% 3 50% 2 33% 2 33% 3 50%
Fun 4 67% 0 00% 2 33% 4 67% 3 50%

Teacher Characteristics
Teaches Many Subjects 3 50% 4 67% 4 67% 5 83% 2 33%
Gives Homework 3 50% 3 50% 3 50% 1 17% 2 33%
Explains Things Well 0 00% 2 33% 1 17% 4 67% 2 33%
Organized 1 17% 3 50% 0 00% 1 17% 3 50%
Reads to Students 1 17% 3 50% 0 00% 3 50% 0 00%

Teacher-Student Relationship
Helps Students 4 67% 4 67% 4 67% 5 83% 4 67%
Does Not Yell at Students 3 50% 1 17% 3 50% 3 50% 4 67%
Positive Role Model 1 17% 2 33% 2 33% 2 33% 0 00%
Believes in Students 1 17% 2 33% 2 33% 0 00% 1 17%

Classroom Environment and Management

Discipline 4 67% 2 33% 2 33% 3 50% 5 83%
Reward Good Behavior 1 17% 2 33% 2 33% 3 50% 2 33%
Safe Environment 2 33% 2 33% 0 00% 2 33% 1 17%

Teacher Characteristics

There are a lot of common perceptions between the boys and girls of this study in

evaluating teachers on professional characteristics (Table 7). There are, in fact, no

notable gender differences in notions of attributes related to teacher characteristics.

Only on one trait is there a discrepancy in perceptions. Specifically, more girls (38%)
 72

Table 10

Number of References Traits of Good Teachers by Ethnicity

African American Asian American Hispanic Russian Caucasian

N % N % N % N % N %

Personal Characteristics
Nice 6 16% 6 15% 6 19% 6 13% 6 15%
Respectful of Students 4 10% 3 8% 2 6% 2 5% 3 8%
Fun 4 10% 0 00% 2 6% 4 9% 3 8%
14 36% 9 23% 10 31% 12 27% 12 31%

Teacher Characteristics
Teaches Many Subjects 3 8% 4 9% 4 12% 5 11% 2 5%
Gives Homework 3 8% 3 8% 3 9% 1 2% 2 5%
Explains Things Well 0 00% 2 5% 1 3% 4 9% 2 5%
Organized 1 3% 3 8% 0 00% 1 2% 3 8%
Reads to Students 1 3% 3 8% 0 00% 3 7% 0 00%
8 22% 15 38% 8 24% 14 31% 9 23%

Teacher-Student Relationship
Helps Students 4 10% 4 9% 4 12% 5 11% 4 11%
Does Not Yell at Students 3 8% 1 2% 3 9% 3 7% 4 11%
Positive Role Model 1 3% 2 5% 2 6% 2 5% 0 00%
Believes in Students 1 3% 2 5% 2 6% 0 00% 1 3%
9 24% 9 21% 11 33% 10 23% 9 25%

Classroom Environment and Management

Discipline 4 10% 2 8% 2 6% 3 7% 5 13%
Reward Good Behavior 1 3% 2 5% 2 6% 3 7% 2 5%
Safe Environment 2 5% 2 5% 0 00% 2 5% 1 3%
7 18% 6 18% 4 12% 8 19% 8 21%

Total 38 100% 39 100% 33 100% 44 100% 38 100%

identified the organizational talents of teachers as important compared to the boys (14%).

Similarly, the frequency of references to qualities of good teachers is quite close

between the boys and girls of this study (Table 8). The girls referred to traits indicating
 73

professionalism a little more often than the boys, but not to a significant degree.

Specifically, 32% of the references to the traits of good teachers indicated teacher

characteristics compared to 25% of the references offered by the boys.

Interestingly, however, there appear to be a difference in perception along ethnic

lines (Table 9). The Asian American students were much more likely to identify the

professionalism of the teacher as associated with being a good teacher than were the other

ethnic groups. For instance, at least half of the Asian American students indicated that

each specific trait under the teacher characteristic category was important to being a

good teacher. Only on the “explains things well” attribute did less than half of Asian

American student fail to associate with good teaching. This pattern stands in sharp

contrast to the Hispanic students. The Hispanic students seem to be inclined to view the

teaching of many subjects and assignment of homework with good teachers, yet only 1

student (17%) indicated that a good teacher explains things well and none of them

mentioned that a good teacher is organized or reads to students.

The analysis of the frequencies of references to specific attributes is consistent

with the patterns identified above (Table 10). The Asian American students seem to

highly esteem the professionalism of teachers and associate those characteristics with

good teachers. More of the references to good teachers fell under the category of teacher

characteristics than any other of the classes of perceptions of the typology. Specifically,

38% of all their references to good teacher involved teacher characteristics compared to

23% referring to personal characteristics, 21% associated with teacher-student

relationship, and 18% related to classroom environment and management.

 74

Additionally, a higher proportion of the students of Russian ancestry identified a

good teacher as one who explains things well compared to the other ethnic groups (Table

9). In fact, these students represented the only group which the majority of the children

associated this trait with good teaching. Also, generally all the ethnic groups were

inclined to recognize the fact that good teachers instruct in many fields and work hard, a

slightly higher proportion of these children recognized this characteristic than the other

groups. Indeed, similar to the Asian American students, children of Russian ethnicity

frequently referred to qualities associated with professionalism as connected to good

teachers (Table 10). Thirty-one percent of their references, the largest proportion of

responses, fell into the teacher characteristics category.

Teacher-student relationship

The boys and girls in this study held divergent views on teacher-student

relationship traits (Table 9). This gender difference shows up especially prominent in

their perception on the good teacher as helpful. Seven of the 14 (50%) boys in the total

sample indicated that it is important for a good teacher to be helpful toward students.

This is a high proportion to be sure. Yet 14 of the 16 (88%) of the girls voiced the same

sentiment. Clearly the girls in this study were much more likely to associate good

teachers with helping behavior. Additionally, the boys (57%) were a little more inclined

to state that a good teacher does not yell at students than were the girls (38%) (Table 9).

However, the genders were equally inclined to relate good teachers with being positive

roles models and the ability to display a belief in their students.

 75

Curiously, when the frequency of references is considered, the gender difference

in perceptions does not appear to be as great (Table 10). Taken collectively, for the boys,

27% of all their references to good teacher included traits belonging to teacher-student

relationship. Similarly, 24% of the references to good teachers offered by girls too fell

under this category of the typology. Nevertheless, the fact that 14 of the 16 girls and only

7 of the 14 boys in the study related good teachers with their ability to engage in helping

relationships with students indicates that their perceptions, on this attribute anyway, are

different.

There are also some interesting revelations on the perceptions on teacher-student

relationship and ethnicity. The number of students indicating references to the various

traits under this category is rather similar (Table 9). However, the frequency of the

references reveals some sharp differences between the groups (Table 10). Most notable

in this regard are the perceptions projected by the Hispanic students. A third of the

references to attributes of good teacher offered by these children (33%) related to

teacher-student relationship traits. This was a greater frequency of references than any

of the other ethnic groups.

Classroom Environment and Management

There is no real substantial gender difference on notions of classroom

environment and management. In terms of the number of students indicating specific

traits and the frequency of references to attributes of good teachers, the boys and girls of

this study displayed remarkably similar views (Tables 7 & 8). Only on the trait of

discipline was there a little differentiation between the genders. Specifically, 9 of the 14
 76

boys (64%) and only 7 of the 16 girls (44%) indicated that a good teacher disciplines his

or her students. On notions that a good teacher rewards positive behavior and provides a

safe environment there existed no gender difference.

There are some interesting patterns along ethnic lines in the perceptions of the

traits of good teachers associated with classroom environment and management. The

data indicate that discipline is more prominently regarded among the African American

and Caucasian students than for the Asian American, Hispanic and Russian students of

this study (Table 9). In fact, the majority of the African American students (67%) and

Caucasian students (87%) specifically identified capacity for discipline as an important

trait of good teachers. However, only a half of the Russian students and a third of the

Asian American and Hispanic students held similar views.

Considering the frequencies of references to specific classroom environment and

management traits, the Caucasian students offered more allusions to these attributes (21%)

while Hispanic students made the fewest (12%) such references (Table 10). Generally,

however, the ethnic groups displayed similar patterns in the frequency of references to

specific traits.
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CHAPTER 5

Discussion

This study began with an examination of the general question “What do students

believe to be important characteristics of an effective teacher?” More specifically, the

investigation explored the research questions “What do students in second, fourth and

sixth grades believe to be important characteristics of an effective teacher?” and “Do

student perceptions differ according to gender and ethnicity?” In order to investigate

these questions, the researcher used a qualitative research design employing semi-

structured interviews which probed into the personal perceptions voiced by a sample of

30 second, fourth, and sixth graders on the characteristics of good teachers.

While this study employed a purposive sample and its findings cannot be

generalized to a larger population of students in the same way research findings derived

from a probability sample might, nevertheless, its findings do allow for the inductive

reasoning essential to theory building. In this regard, the findings of this research led to

the construction of a conceptual typology of personal perspectives on the attributes of

good teachers. This typology proved to be a useful tool in providing a framework to

better analyze and understanding the views of the children who participated in this study.

These children had lots of opinions. Of the 30 student’s interviewed, not one

child answered a question by saying “I don’t know.” All students expressed a desire to

voice his or her perspective and share his or her insight with the researcher. Considerable

truth can be found in the voices of these children. It was discovered that while
 78

similarities did exist between gender, age and ethnicity, so did important differences.

Students are individuals. Even the youngest student has his or her own unique opinions

and ideas which play a major role in the success he or she achieves in a classroom.

Perspectives Evidenced from the Total Sample

The data from the study offer a number of insights into the student perceptions on

the characteristics of an effective teacher. A total of 51 general characteristics of effective

teachers were initially extracted from the transcribed interviews in the open coding

process stage of the data analysis. Similar sentiments were clustered together to construct

a typology of four general categories based on the students’ personal perspectives of an

effective teacher. The four personal perspectives of the typology include: personal

characteristics, teacher characteristics, teacher-student relationship, and classroom

environment and management.

Personal Characteristics

The students in this sample considered the personal characteristics to be the most

important set of traits of a good teacher. The importance of this personal perspective to

this sample can be found in the fact that all 30 students stated that a good teacher is nice.

It is reasonable to consider, and even expect, traits such as nice, respectful of students,

and fun to be offered as prevailing perceptions by students. However, a deeper

consideration also leads to the conclusion that these children based their perceptions on

their own life experiences. The reason why all the students referred to the personal traits

of teachers and 30% of all responses included references to personal characteristics is

 79

that these attributes involved the most immediate experiences and desires for these young

students. At first consideration these findings do not see to be too surprising especially

given the nature of the findings reported in the literature. However, what is the

implication of these findings? Likely most would agree that the attributes of nice,

respectful, and fun are fundamental to being viewed as a good person. In their simple but

profound way the students in this sample were telling the researcher that what they want

first and foremost in a good teacher is a good person.

Teacher Characteristics

Many of the personal perspectives of the students not only were constructed

according to who the person is, but also on what he or she demonstrates about the

fundamentals of teaching. That is, a large number of the students in this sample were

very sensitive to the professional competence of being a good teacher. This is a rather

significant finding. While it is important that a teacher possess admirable personal

attributes, this study documents the fact that even young students in the second grade

identify that a good teacher must project professionalism and pedagogical competence.

The importance of this perception can be found in the fact that 28% of all references to

traits of good teachers involved attributes related to teacher characteristics. This

proportion is almost equal of the percentage of references to personal characteristics. If

these students desired a teacher who is nice, respectful, and fun, then one who also knows

what he or she is teaching, gives homework, explains things well, is organized, and reads

to students (in short is a competent professional) is not far behind.

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Teacher-Student Relationship

Approximately half of all students explained that a good teacher does not yell at

his or her students. This was a revealing finding. Students want a positive relationship

with their teacher. Clearly the students in this study evidenced that desire in a myriad of

ways. The fact that 47% of them stated that a good teacher does not yell at students

reveals something very basic and important in their experiences and, perhaps, the lack of

relationship building. It is the researcher’s opinion that it is extremely likely that many of

these students had experienced a classroom teacher in which yelling at students was

common practice.

If this assumption is correct, and the findings of this study give good reason to

believe that it is, then it is easy to understand why creating a positive relationship

between teacher and student was voiced as an important characteristic among this sample

of students. One-fourth of all references to the attributes of good teachers include

comments on teacher-student relationship traits. More specifically, 70% of the all

participants identified the perceived helpfulness of the teacher as important to them.

Indeed, the trait of being helpful was the second most prominent characteristic referred to

by the students. In the end, the students of this study explained to the researcher that they

desire more than to be taught to, they also want a real relationship with the teacher.

Classroom Environment and Management

One comment which played an important role in the perception of an effective

teacher for many of the students proved to be unanticipated by the researcher. Namely,

many students felt a good teacher maintains a reasonable, fair, and respectful discipline
 81

policy. This view went to the heart of a combination of traits of a good teacher, the

capacity to create and maintain positive classroom environment and management.

Creating an environment in which students are disciplined in a fair, equitable fashion,

rewarded for proper behavior as consistently as they are punished for improper behavior,

and feel safe were obviously important to the children in this sample. Even though this

category of the typology included the lowest proportion of total references to the traits of

good teachers hardly diminishes its importance in the perceptions and experiences of

these students.

Summary on the Total Sample

The findings revealed by the total sample suggest that there is a surprising level of

agreement among the students as to what characteristics a teacher must portray in order to

be deemed an effective teacher. It was evident in their responses that students of all

grade levels, genders, and ethnic backgrounds valued their schooling process and

evidence well formed and defined notions on the nature of good teachers. In order to

gain an appreciation of these perceptions, it is recommended that at the beginning of each

school year educators ask his or her students what they feel are the characteristic of a

good teacher. It is likely the teacher will discover surprisingly well formed and ready to

be voiced views.

Research Question #1 Considerations

One of the basic research questions explored in the research was “What do

students in second, fourth and sixth grades believe to be important characteristics of an

 82

effective teacher?” Data were analyzed to reference the traits of a good teacher by grade

level. This question in effect explored for age difference in perceptions. However, the

researcher discovered a strikingly similar pattern in views on the characteristics of an

effective teacher among grade levels. Nevertheless, while similarities were abundant,

differences in the perceptions among the students based on grade level were visible with

a close examination of the data.

A larger proportion of the sixth grade responses related the personal

characteristics of a good teacher compared to the younger students in grades two and

four. In fact, 35% of all sixth grade references to good teacher included personal

attributes. However, the largest proportion of references to good teachers among second

and fourth graders involved teacher characteristics (29% and 31% respectively). While

these differences are not extremely great, they do suggest an emerging discrepancy in

views. Moreover, this finding is counterintuitive. One would assume that the older

students would be more sensitive to professional competence and becoming less focused

on personal attributes while younger students would be more likely to concentrate on

such personal qualities as being nice, being respectful, and especially being fun.

However, the findings on this sample of students indicate the opposite pattern. This

finding suggests an interesting area of further research. Namely, greater study on age

differences on the perceptions of teacher competence and personal traits such as having a

teacher who is fun as opposed to have one who is professionally gifted would be very

interesting.

None of the sixth graders mentioned an effective teacher as someone who reads to

his or her students. Among the younger second and fourth graders, however, a number of
 83

students specifically referenced this tendency of good teachers. This finding almost

certainly reflects an age difference in perceptions among the sample. The younger

students generally are still developing rudimentary reading skills. For them, reading is a

greater chore and, therefore, more difficult than reading is for sixth grade students. That

is, the older sixth grade students have acquired a greater capacity for reading and it is a

less taxing component of their education. The fact that the younger students specifically

identified the tendency of good teachers to read to them reveals a utilitarian and

experiential aspect of their perspectives. They see a good teacher as one who reads to

them because they have a basic and immediate need for that type of instruction.

Additionally, they regard a good teacher as one who reads to them because they likely see

that behavior modeled by their teachers on a routine basis.

Another notable difference was that while 40% of second graders and 70% of

fourth graders associated giving homework with being a good teacher, only 10% of the

sixth graders identified giving homework as an attribute of good teachers. It is possible

that while sixth graders still value learning, after school activities and sports play a larger

role in their lives and consume much of their after school time than is typically the case

for younger students. Further, the fact that homework for the older sixth grade students

tends to be more demanding and in greater volume compared to the work for younger

students in the lower grades may have a lot to do with the fact that the sixth graders were

more reluctant to associate homework with good teachers.

Perhaps the most significant finding related to traits assumed under teacher-

student relationship is the virtually unanimity in the perceptions among the age groups of

the three grades. The frequency of references to specific traits related to teacher-student
 84

relationship is almost identical across the three grades. Twenty-three percent of

references made by second graders, 27% of references offered by fourth graders, and

24% of references cited by sixth graders fall under this category of the typology. The

only notable difference in this regard is that nine of the 10 sixth graders (90%) and only

five of the 10 second graders (50%) indicated that a good teacher is one who helps his or

her students.

Interestingly, the findings on classroom environment and management revealed a

slight discrepancy on perceptions among the three grade levels. While discipline was

noted by all three grade levels, second graders were more likely to identify it as a trait of

good teachers compared to fourth graders and sixth graders. Discipline is likely

associated with having a structured and predictable classroom. The fact that the youngest

students in the sample were more likely to link discipline with being a good teacher

suggests that they are more desirous and in greater need of a structured and predictable

class environment where the rules are unambiguous and appropriate and inappropriate

behavior clearly defined.

It can be concluded, therefore, that even though some differences do exist among

grade levels, there is much commonality and agreement in the perceptions among the

students at the different grade levels as to what characteristics a teacher must portray in

order to be deemed an effective teacher. Age differences it would appear are not as

important as one might assume. The students in different grades and presumably at

differing maturation levels generally identified the same basic qualities integral to good

teachers.
 85

Research Question #2 Considerations

The second research question posed by this study was do personal perspectives on

the nature of good teachers differ according to the gender and ethnicity of the individual

students. Although generally there was greater similarity than differences among the

students of this sample, a number of prominent and a few surprising findings were

revealed.

Gender Differences

It was discovered that both boys and girls alike referenced specific traits under the

category of personal characteristics with virtually equal proportional references to the

three personal traits of being nice, respectful to students, and fun. Interestingly, however,

over twice the number female students (9 or 56%) compared to the males (4 or 29%),

stated that a good teacher is one who is fun. Additionally, almost twice as many girls (9

or 56%) as boys (5 or 36%) also stated that a good teacher is respectful to students.

Also the perceptions connected to teacher characteristics expressed by both male

and female students were similar. Even though, 32% of the comments referenced by

female students fell into this category of the typology compared to only 25% of the

references to specific traits identified by the males, there are few notable gender

differences in the attributes related to teacher characteristics. In fact, only one trait

showed a discrepancy in perceptions. Specifically, 38% of females identified the trait of

being organized as a characteristic of an effective teacher as compared to only 14% of the

males. Unfortunately, the interviews with the children did not reveal any particular

reason for this gender difference in perceptions.

 86

The findings on personal perceptions related to the category of teacher-student

relationship found several potentially important differing views according to gender. For

instance, girls voiced, at a much higher rate than boys, that good teachers are helpful to

students. Indeed, twice the number of female students (14 students, 88% of the females)

as male students (7 students, 50% of the males) specifically stated that a good teacher is

helpful to students. Interestingly, whereas the girls were much more likely to associate

good teachers with helping behavior, the boys were more likely to identify a good teacher

as someone who does not yell at students. In fact, of the 14 male students of the study,

eight (57%) stated that a good teacher does not yell at students. Among the 16 female

students, only 6 (38%) indicated that a good teacher is disinclined to yell at students. It

was noted by the researcher that during the interviewing process, a number of the boys

indicated personal experiences of getting yelled at by a teacher. However, this

experience was not as often mentioned by the girl participants. Thus it is easy to

conclude that this perception has been formed by the direct personal experiences of the

students in the sample.

Evidencing a familiar pattern in the data, the analysis revealed greater similarities

than differences along gender lines in personal perceptions related to classroom

environment and management. Three traits were prominently identified under this

category of the typology. Specifically these include the traits of effective discipline,

rewarding positive behavior, and providing a safe environment. Revealing a slight

gender difference, 64% of the boys indicated that a good teacher disciplines his or her

students as compared to only 44% of the girls. Included in their comments was the

suggestion that good teachers ensure that discipline is fair and dispensed on an equal
 87

basis. Again, one must assume that personal experiences are informing the perceptions

of this sample of students.

Ethnic Differences

Although there were few readily apparent gender differences in personal

perceptions among the sample, there did appear to be a number of differences in the

perception along ethnic lines. Specifically, most the ethnic groups tended to display

similar patterns in perceptions related to personal characteristics. Namely, the African

American, Hispanic, Russian extraction, and Caucasian students all indicated a prevailing

tendency to identify traits related personal characteristics as highly important.

Interestingly, however, Asian American students were not as likely to fit this pattern. For

example, an examination of the total number of references to traits associated with

personal characteristics reveal that 36% of references made by African Americans, 31%

of references related by Hispanic students, 27% of references indicated by students of

Russian ethnicity, and 31% of references made by Caucasian students involve personal

characteristic attributes, only 23% of the references given by Asian students fall into this

category of the typology. Moreover, none of the Asian American students indicated that

a good teacher is also fun. How much this finding reflects cultural preferences and

tendencies is unclear. However, further research on potentially important cultural

differences in the views of personal qualities of good teachers would be especially

helpful.

In the general category of teacher characteristics, Asian American students

identified the professionalism of the teacher more than any other ethnic group. In fact,
 88

38% of their references to a good teacher included attributes associated with professional

qualities. Except for students of Russian extraction (31%), this pattern of references

displayed by the Asian American students was at a much higher rate than that indicated

by the other ethnic groups (22% for African American students; 24% for Hispanic

students; and 23% for Caucasian students). It is interesting that both students of Asian

and Russian ancestry were more inclined to reference attributes related to the

professionalism of teachers more frequently than their counterparts. Moreover, to what

extent these preferences indicate cultural dispositions, the felt needs of students of

immigrant families, some combination of these factors, or merely coincidence cannot be

determined by the data generated by the present study.

The findings reveal some interesting insights on the students perceptions related

to the characteristics associated with teacher–students relationships. All children of

Russian, Asian American, African American, Hispanic and Caucasian ethnicity similarly

noted that a good teacher helps students, does not yell at students and is a positive role

model. However, these related traits were more frequently identified by Hispanic

students (33%) than by any other the ethnic groups (24% for African American students;

21% for Asian American students. 23% for ethnic Russian students; and 25% for

Caucasian students). The fact that the distribution in the frequency of references is so

evenly evidence by the other groups makes the Hispanic students stand out even more in

the analysis. Indeed, the single largest proportion of references to attributes of good

teachers for Hispanic students fell into the teacher-student relationship category of the

typology.
 89

It was noted in the classroom environment and management category of the

typology that classroom discipline was referenced by more of the African American

students and Caucasian students than students belonging to the other ethnic groups.

Caucasian students referenced traits associated with classroom environment and

management more frequently than the other groups (21%) but not substantially (18% for

African American students; 18% for Asian Americans; 12% for Hispanic students; and

19% for Russian ethnic students). Interestingly, students of Hispanic ethnicity offered

the fewest references (12%) to traits belonging in this category of the typology.

Theoretical Implications of the Findings

Previous research has explored the nature of teacher effectiveness. As was

discussed in Chapter 2 there is a growing body of literature on the nature of quality

teaching. Most of this discussion focuses upon the nature of classroom effectiveness

(Stronge, 2002). As such there tends to be heavy emphasis on analyses dealing with the

pedagogical competence of teachers (Bohn et al., 2004; Wray et al., 2000).

Unfortunately, as also noted in that chapter, few researchers have attempted to engage

young children on their notions on the nature of good teachers (Omotani & Omotani,

1996).

Perhaps one of the most important contributions to the literature emerging from

this research is that the analysis of the data provides a conceptual framework of personal

perceptions common among young students. This typology can be used to understand

and evaluate past and potentially future findings related to the perceptions of children on

the nature of good teachers.

 90

Personal Characteristics

The specific findings of this research are consistent with much of what is found in

the literature on the nature of good teachers. The findings lend support to Aagaard and

Skidmore’s (2002) assertion that proper instructional techniques are not enough to be

considered an effective teacher; personal characteristics do in fact matter a great deal to

students.

This research documents the importance young students place on the personal

touch of their teacher. Every one of the children, all 30 of them, believed that an

important attribute of good teachers is to be nice. It is a fundamental component of the

human experience – kindness, the capacity to be nice. Yet, how often is this trait

identified and discussed in teacher training? There is much emphasis placed on the

acquisition of requisite pedagogical skills but few reminders to be nice to students.

Teacher Characteristics

Professionals have long emphasized the importance of teacher competence

(Qualter, 1999). It is assumed that a superior teacher is one who has command of his or

her subject manner, understands how to conduct a learning environment efficiently, can

engage in problem solving, and establishes reasonable tasks for students (Kyriakides,

2005; Strong, 2002; and Polk, 2006). It is likely that virtually all professional educators

would agree that these are important features of effective teachers.

Interestingly, Beishuizen et al. (2001) discovered in their study that school age

children frequently view the characteristics of an effective teacher based on his or her

teaching ability. That is, even young children recognize and identify the effectiveness of
 91

instructional competence. The findings of this study too reveal that young children are

cognizant of the professionalism of their teachers and identify attributes associated with

pedagogical competence as an essential part of good teaching. This finding is clearly

evidenced in the perceptions offered by the second and fourth grade participants.

Teacher-Student Relationship

Along with attractive personal attributes and professional competence,

increasingly scholars are coming to see that the ability to establish positive relationships

with students is a critical element in the repertoire of good teachers (Emery et al., 2003;

Jones, 1989). For instance, Wray et al. (2000) reported that role modeling and other

behavioral demonstrations were central to a teacher’s effectiveness. In other words, these

researchers identified the necessity of forging relationships between teachers and students.

Ramsden (1992) relates that being an effective teacher is based on the ability to

make students feel successful and goes so far as to assert that good teaching actually has

little to do with teaching skills. That is, the capacity to motivate and reinforce students is

crucial. However, such interactions are not possible without first creating a personal

bond and connection. In similar fashion, Kinchin (2003) argued that maintaining an open

dialogue between teacher and students is as necessary as any other characteristic

traditionally associated with being an effective teacher.

In their study examining student perceptions, Mergendoller and Packer (1985)

found that students identified a good teacher is someone who is able to communicate

clearly, is willing to help students, maintains a pleasant and engaging class, and exhibits

interest in his or her students.

 92

Findings such as these reported in the literature are consistent with the insights

offered the children of this study. Many of them too constructed images of good teachers

as individuals who build personal relationships.

Classroom Environment and Management

Many of the students in this study suggested that proper classroom administration

and creating a positive atmosphere are important to being a good teacher. This finding

reflects an emerging theme found in the education literature. For example, Kyriakides

(2005) insistence that an effective teacher must maintain effective classroom

management; reasonable task setting; competent content knowledge; and superior

pedagogic skills are all consistent with the perceptions offered by the children involved in

this study.

Imber (2006) too pointed out that the foundation for a teacher’s effectiveness is

built on treating all students equally. This is similar to the desire among a significant

number of the students in this study that a good teacher disciplines students in a fair and

equitable fashion.

Howard (2002) found in his study examining the perceptions among African

American students that these minority students viewed effective teachers as someone

who creates a positive learning environment, understands and respects the cultural

differences among all class members, cares about students, and through open

communication makes students feel safe. It is interesting as well as important that

Howard’s findings are very similar to the image of a good teacher held by many of the
 93

students of this study. That is, the notion that the very classroom environment and the

way the classroom are managed was part of the impression of a good teacher.

Implications for Educational Practice

In pursuing a review of the literature one is struck on how little scholarly effort has

been put forth in an endeavor to discover student perceptions on quality teaching. That is,

researchers have only explored student perceptions on the characteristics of effective

teachers in piecemeal fashion and large gaps in understanding remain. Moreover, very

little has been done to construct systematic conceptual frameworks of student perceptions.

One of the strengths of this study is that it represents an exploratory investigation into those

perceptions. Further, this study goes beyond personal perceptions to explore for important

age, gender, and ethnic differences and similarities in the way this sample of students

perceive effective teachers.

It was the hope of this researcher that this study would provide insight into the

dynamics of learning for students of differing ages, gender, and ethnicity by allowing

students to have an active voice. A greater understanding of their personal perceptions may

ultimately lead to situations in which students have a greater voice in school reform. That

is, through investigative efforts such as this, greater understandings and insights will

eventually emerge. Resultantly, students will become more fully included in the

determining the nature of their learning process. One would hope that such a situation will

help to develop mutual respect between teachers and students. Educators must ceaselessly

thrive to improve their effectiveness in order to prepare students to meet the high academic

standards they will be faced with throughout their educational career and beyond.
 94

Also, the researcher will use the findings of this study in teacher education

programs to help prepare our future educators. Insight into the personal perspectives of

children can only enhance the development of competencies. That is, the recognition of

images of good teachers will raise the awareness of educators and should be a fundamental

aspect of teacher training programs. Gaining understanding on students’ perception of

teacher effectiveness will allow educators to deepen their understanding of what students

are looking for in a “good” teacher and in turn better meet the needs of their students.

After all, the students are the ones directly affected by a teacher’s effectiveness.

The findings of this study strongly illustrates the students desire to have a teacher

who portrays strong personal characteristic and pedagogical competence, develops

positive relationships with students and maintains a classroom atmosphere which is

conducive to learning. This leads the researcher to recommend two key points. Teachers

need to be keenly aware of the simple notion of being nice. As pointed out by 100% of

the students in this study, this small act makes an enormous difference to students. Often

the idea of being nice is taken for granted and not taught as a teaching strategy in teacher

preparation courses. It is this researcher’s desire that this oversight be corrected and

instead becomes a key teaching point. Also, it was emphasized by the participants that

students want routine and structure, as well as a teacher who maintains a fair and

consistent discipline policy. It is imperative that teacher preparation courses express to

our future teachers that classroom discipline is not only necessary, but as this study

illustrates, desired by our students.

 95

Suggestions for Future Research

While this study examined the personal perceptions of a small sample of young

students on their views of what constitutes a good teacher, future research could advance

our general understanding on this issue in a variety of ways.

First, research which attempt qualitative designs, such as this research, would be

most beneficial as these designs are generally more sensitive to subtleties of attitudes and

views than quantitative designs. Moreover, these research efforts are more appropriate

for exploring the perceptions of young children.

Second, investigative efforts which include a larger and even more diverse sample

are greatly needed. These types of studies would likely reveal a wider range of

perceptions and important patterns of responses possibly would be evidenced.

Third, research which focuses not only on age, gender, and ethnic differences, but

those which examine attitudes among students of a variety of family structures and

differing socioeconomic backgrounds could potentially yield important findings on the

perceptions of good teachers.

Finally, a comparative analysis in which both the perceptions of teachers and

students are examined would be very interesting. Specifically, such research could

examine areas of intersection and divergence in views on what constitutes a good teacher

and would likely produce interesting insights on important issues.

 96

Conclusion

The students in this study clearly articulated what they consider to be a good

teacher. In so doing they also voiced their desires for a teacher. For them, a good teacher

is one who possesses admirable personal characteristics, is professional competent, is

capable of building positive interpersonal relationships with their students, and can also

effectively manage the classroom while providing a safe, healthy environment. Most

adults, and especially educators, would readily agree that these are indeed essential

characteristics of good teacher. We would also hope that students would share this view.

This study documents that the students who participated in this research do indeed hold

these same perceptions. They have provided us with insight on their private, personal

views on one of the most important adults in their lives – their teacher. Moreover, we

find that they have constructed a reasonable and admirable view of the good teacher. It is

now up to teacher themselves to live up these perceptions.

Their answers to the question “What do you believe to be important

characteristics of a good teacher?” reveal individuals who are not at a loss of opinions.

They knew the essential qualities of a good teacher and willingly shared those views.

Now those perceptions must be regarded and respected. It is the hope of this researcher

that the voices that were once silent will begin to be heard.
 97

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Appendix A
 104

Ascent Form

Dear Parent/Guardian,

My name is Lori Sanchez and I am a sixth grade teacher at your child’s school, and a doctoral
student in the School of Education at George Fox University. I am conducting research as part of
my doctoral dissertation on what school children believe to be important characteristics of
effective teachers. Additionally, the research will seek to examine important differences or
similarities in views of effective teachers held by boys and girls, students of different ages, and
among ethnic members.

I would like to request your permission to interview your child about his or her thoughts on this
topic. Specifically, the interview will only take about 10 to 15 minutes and will include about five
questions on what your child thinks a good teacher should be like. For instance, I will ask “What
do you think a teacher needs to be like in order to be a good teacher?” I will not ask any
questions which would embarrass or in any other way make your child feel uncomfortable. The
participation of your child in this research is completely voluntary and I will only interview
him or her with your permission. You may grant permission or decline permission for your
child’s participation as you see best. If you should grant permission, I will also ask your
child if he or she wants to talk with me. Even if you have given permission, if your child
declines to participate, I will not interview him or her. The decision to participate or not to
participate will in no way impact your child’s standing in class or at the school in general.

All the information gathered from the children interviewed will be collected and analyzed in a
professionally confidential fashion. The interviews and signed ascent forms will be kept by me
and no one else will have access to that information. Your child will not be personally identified
in any way. The results of this study will be used for completion of my dissertation and may be
used for a presentation at a professional meeting and/or publication, and used to inform teachers
at the school on the general thoughts of the students on effective teachers. The desire is that we
can use these perspectives to help us become better teachers.

If you prefer that your child not participate in this research, I thank you for your time to consider
this project and I understand your decision. If you decide to grant permission for your child, I
thank you for your assistance. Please be aware that your child’s participation will contribute to
our understanding of the nature of effective teaching.

If you have any questions regarding this research, please contact one or both of the following:

Mrs. Lori Sanchez Dr. Terry Huffman

1546 SE 169th Place Professor of Education
Portland, Or 97233 Dept. of Ed. Foundations & Leadership
503-762-3203 George Fox University
MnLSanchez@comcast.net Newberg, OR 97132
(503) 554-2856
thuffman@georgefox.edu

If you understand the nature of this research and agree to allow your child to participate,
please sign below. I will collect this form from your child in his or her classroom tomorrow.
Thank you!
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Appendix B
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Interview Questions

Second Grade Questions:

1. What does the word “GOOD” mean to you?

2. If someone is a “good” person what would they be like?
3. What do you think it means to be a “good” teacher?
4. What do you think a teacher needs to be like in order to be a “good” teacher?
5. If you were a “good” teacher, what would you be like?

Fourth Grade Questions:

1. What does the word “GOOD” mean to you?

2. If someone is a “good” person what would they be like?
3. What do you think it means to be a “good” teacher?
4. What do you think a teacher needs to be like in order to be a “good” teacher?
5. If you were a “good” teacher, what would you be like?

Sixth Grade Questions:

1. Please give me your definition of the word “GOOD.”

2. If someone was to be considered a “good” person, what do you think they would
be like?
3. What do you think it means to be a “good” teacher?
4. What do you think makes a teacher a “good” teacher? What do you think a
“good” teacher needs to be like?
5. If you were a “good” teacher, what would you be like?
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Appendix C
108
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Appendix D
110
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Appendix E
112
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Appendix F
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Date Submitted: ______________ Date Received: _______________

George Fox University

Human Subjects Research Committee

Protection of Human Subjects

Initial Review Questionnaire

Title of Proposed Research:

What Makes a Good Teacher: Are We Looking in the Right Direction for Guidance?

Principal Researcher:
Mrs. Lori Sanchez

Degree Program: Rank/Academic Standing:

Ed.D. Graduate Student

Other Responsible Parties:

Dr. Terry Huffman, Dissertation Chair
Department of Educational Foundations and Leadership

(1) Characteristics of Subjects (including age range, status, how obtained, etc.)

This research will include children. Specifically, the research will use a projected sample
of about 30 students enrolled in the second, fourth, and sixth grades at one Portland area
elementary school. A purposive sample is employed in order to explore their views on
the characteristics of effective teaching. As a purposive sample, individual students will
be selected based on their representatives of specific groups. For instance, the sample
will attempt to include an equal number of males and females and a proportional number
of racial/ethnic groups.

(2) Describe any risks to the subjects (physical, psychological, social, economic, or
discomfort/inconvenience):

This risks associated with this research are minimal both in terms of the nature of the
questions posed to the subjects and given the protocols providing for informed consent
with minors.
 115

Nature of Interview Questions

The questions posed to the children are innocuous and will not include any sensitive or
embarrassing items (please see attached guide questions). The interview includes only
five guide questions and will last between 10 and 15 minutes.

Informed Consent
A letter of ascent will be sent to the child’s parent(s) or guardian in order to obtain
permission to include the child in the research (please see attached letter of ascent).
Moreover, even after parental/guardian permission, each individual child will also be
asked if he or she would like to be interviewed. Interviews will only be conducted with
those children with the proper parental/guardian ascent and student consent. It will also
be made clear to the children that they are not required to engage in the interview and
may decline to do so with no penalty. It will also be explained that the child may
discontinue the interview at any time with no penalty.

(3) Are the risks to subjects minimized (i) by using procedures which are consistent
with sound research design and which do not unnecessarily expose subjects to risk,
and (ii) whenever appropriate, by using procedures already being performed on the
subjects for diagnostic or treatment purposes?

Degree of risk: 1 2 3 4 5 6 7
low high

The researcher will ensure the anonymity and confidentiality of the subjects in the
following fashion:

1) Subjects will be interviewed individually in a private and confidential setting.

2) Individual subjects will not be identified in any fashion in the reporting of this
research. All statements, information, etc. will not be attributed to individuals by
name or other important identifiable characteristics.
3) All data and signed letters of ascent will be locked in a file assessable only to the
principal researcher.
4) All data and signed letters of ascent will be destroyed by the researcher no less
than three years following the completion of her dissertation.

(4) Briefly describe the objectives, methods, and procedures used:

Brief Description
This study examines the question, “What do students believe to be important
characteristics of an effective teacher?” As such, using the qualitative research design of
semi-structured interviews, this research explores the personal perceptions voiced by a
sample of second, fourth, and sixth graders on the characteristics of good teachers.
Moreover, the findings of this study promises to provide greater insight on the general
 116

attitudes and dispositions of these students as well as an examination of any important

gender, age, and/or ethnic/racial differences in those notions on effective teachers.

Specifically, this study will attempt to answer the following general research questions:

1) What do students in the grades second, fourth, and sixth grades believe to be
important characteristics of an effective teacher?
2) Do student beliefs differ according to patterns of gender, age, and/or
race/ethnicity?

Methods and Procedures

The researcher proposes a qualitative study employing semi-structured interviews with a
purposive sample of about 30 elementary students. The interviews will be conducted in a
private location with each child individually and last between 10 and 15 minutes.

The instrument will include a set of five age appropriate guide questions (please see
attached guide questions). Each interview will be tape recorded which will be later
transcribed by the researcher. All data (both recordings and transcripts along with signed
letters of ascent) will be secured in a locked file and destroyed three years after
completion of the dissertation.

All interviews will be conducted in the spring of 2007 and no further data will be
collected beyond that time. The data will be analyzed by the principal researcher.
Interviews will be transcribed and coded employing the data analysis software NUDIST.

(5) Briefly describe any instruments used in the study (attach a copy of each):

A set of five guide questions serves as the research instrument for this project (please see
attached guide questions). This instrument has been created by the principal researcher.
The objective of this instrument is to include age appropriate questions designed to illicit
responses on the child’s perspective on teacher effectiveness. Additionally, the
instrument includes as few items as possible as to not tax the time and attention of the
child.

(6) How does the research plan make adequate provision for monitoring the data
collected so as to insure the safety, privacy, and confidentiality of subjects?

The following research protocols will be followed:

1) All interviews will be conducted only by the principal researcher.

2) All interviews will be conducted with each individual child in a private location.
3) All reporting of the findings will not identify a child by name or other
distinguishing characteristics
4) All data transcription will be conducted by the principal researcher.
 117

5) All data analysis will be conducted by the principle researcher.

6) The principal researcher will secure all data, transcripts, and signed letters of
ascent in a locked file available only to her.
7) All data, transcripts, and signed letters of ascent will be destroyed by the principal
researcher three years following the completion of the dissertation.

(7) Briefly describe the benefits that may be reasonably expected from the proposed
study, both to the subject and to the advancement of scientific knowledge – are the
risks to subjects reasonable to anticipated benefits?

There has been surprisingly little research on the perceptions of effective teaching held
by elementary school children. Therefore, this research promises to provide benefits on
two levels:

Scholarship
This research contributes to a little studied and, therefore, poorly understood area; namely
the views of effective teaching among elementary school children. As such, this
dissertation represents an exploratory investigation.

Subjects
The information generated from this researcher will be used to inform teachers at the
principal investigators school on the views and perceptions of this sample of students. As
such, the information provided by the students will have a direct impact on informing
their teachers on the nature of effective teachers from the student’s point of view.

Reasonable Risks vs. Contributions

The potential contributions of this research are reasonable given the extremely unlikely
nature of placing subjects at risk.

(8) Where some or all of the subjects are likely to be vulnerable to coercion or undue
influence (such as children, persons with acute or severe physical or mental illness,
or persons who are economically or educationally disadvantaged), what appropriate
safeguards are included in the study to protect the rights and welfare of these
individuals?

Per the protocols on informed consent, no coercion or undue influence will be exerted on
the subjects or their parents. In fact, ample opportunity to decline participation (at no
penalty) will be provided to both parents and subjects.

(9) Does the research place participants “at risk”? If so, describe the procedures
employed for obtaining informed consent (in every case, attach a copy of informed
consent form; if none, explain).
 118

Given the protocols outlined above, appropriate and reasonable precautions protecting the
anonymity, confidentiality, and rights of subjects have been provided. As described in the
above sections, protocols dealing with informed consent with minors have been
thoroughly considered and rigorous measures established to deal with this issue.

To reiterate, a letter of ascent will be sent to parents/guardians (please see the attached
letter of ascent). This letter will outline the nature and purpose of the research and
request permission to include the child in the study. The letter will also inform the
parents/guardians that the researcher will provide reasonable privacy and confidentiality
of the child and reassure them that no coercion is involved in the research. Finally, the
verbal consent of the child will be requested after parental/guardian ascent is secured.
Both forms of consent will be necessary before a child is interviewed.