This document discusses the personal attributes and qualities of effective teachers. It identifies several key traits including passion for teaching, a sense of humor, strong values and ethics, patience, enthusiasm, and commitment to students. It also examines different types of teacher commitment, including affective, normative, and continuance commitment. Finally, it outlines seven domains of teacher competency defined by the National Competency-Based Teacher Standards, which include social regard for learning, learning environment, diversity of learners, curriculum, planning and assessment, community linkages, and personal growth.

3. THE TEACHER

5. PERSONAL ATTRIBUTES
Basically means traits that make up your
personality, which define who you are as a
person.
For example these could be personal attributes
to describe someone: outgoing, extrovert,
open. They are important because they are
what makes you who you are, what other
people find in you that they may like or dislike.

6. is the sum of one’s personal characteristics.
It is one’s identity.
is the particular combination of emotional,
attitudinal, and behavioral response
patterns of an individual.
PERSONALITY

7. Teachers are judged more strictly than other
professionals. The personality they project
determines the impressions they make upon
students and colleagues. Their poise, bearing,
manner of dressing and facial expression have
an impact on their interaction with students.

8. Personalities may be described as
authoritarian, weak, dynamic, or “magnetic”.
Teachers’ personality must be natural and
genuine, that is, devoid of pretenses and
artificiality. They must be consistent, true and
authentic.

9. Some Outstanding
Personal Qualities that
Never Fail to Win their
Flock are Worth
Mentioning:

11. Passion for teaching is a compelling force that
emerges from teachers’ love for children.
A person should enter the teaching profession they
must first have a love of learning and be willing to
share this passion with students. They need to
truly enjoy working with a particular age group of
children.
Passion does not die nor diminish. Their passion
for teaching make them feel they “will live and die
a teacher”.

13. A teacher should be expected to have a sense
of humor. Teachers’ humor connects them
with their students like a magnet. They help
in merging two worlds –youth and maturity.
When they laugh together, young and old,
teachers and students, they cease to be
conscious of their age difference. They enjoy
as a group, thus promote a spirit of
togetherness. A clean joke will always elicit
rapport in a learning environment.

15. As a teacher you must create a good values
and right attitude towards your work and
towards your student.
Teachers are models of values. Whether
conscious of them or not, values are exhibited
implicitly and explicitly. Values connote
standards, code of ethics and strong belief

16. 1. Open-mindedness.
Is receptiveness to new ideas.
According to Tjosvold & Poon, it is the
way in which people approach the views
and knowledge of others and “incorporate
the beliefs that others should be free to
express their views and that the value of
others knowledge should be recognized”.

17. 2. Fairness and Impartiality.
Fairness and impartiality in treating
students eliminate discrimination. Teachers
must be unbiased and objective in judging their
work and performance. Avoid preferential
considerations that result to negative response
and indifference. Objective evaluations are
easily accepted and gratefully acknowledged.
Fairness inculcates self-confidence and trust
among students.

18. 3. Sincerity and Honesty.
Are values exhibited in words and actions.
Teachers interact with students every minute.
Their mannerisms, habits and speech are watched
and at times imitated. Therefore teachers must
show their real self, devoid of pretenses and half-
truths. Sincerity dictates that they stick to the
truth, to the extend of accepting what they so not
know about the lesson. Sincerity and honesty are
taken as openness in dealing with others.

19. Is highly treasured in the teaching
profession. Teachers are adjudged
professional if they are knowledgeable,
skilled and value-laden. In addition to
competence in teaching, they must have
internalized the edicts of the profession,
thus exhibit ethical and moral conduct.
4. Professionalism.

21. In teaching, patience refers to a teacher’s
uncomplaining nature, self-control and
persistence. Patient teachers can forego
momentous frustrations and disappointments.
Instead they calmly endure their students’
limitations and difficulties.

23. Enthusiastic teachers are full of energy and
dynamism. Their passion and love for children are
easily felt. Everyone anticipates an interesting and
enjoyable learning activity. Unfortunately, not all
teachers are born with an alert and zestful
disposition. With enthusiastic teachers, students look
forward to any activity they can participate in with
them.
Enthusiastic is a gift. It is contagious and can
instantly affect children’s mood. It connects teachers
to parents.

25. It is a “solemn promise” to perform the duties and
responsibilities mandated by the laws and code of
ethics of the profession.
Teacher commitment is a key factor influencing the
teaching-learning process. It is the psychological
identification of the individual teacher with the
school and the subject matter or goals, and the
intention of the teacher to maintain organizational
membership and become involved in the job well
beyond personal interest.

26. According to this view, the higher the
teacher’s psychological identification is, the
higher his or her sense of commitment will
be.

28. is the teacher’s positive emotional
attachment to the school for the learning of
the students. A teacher who is affectively
committed strongly identifies with the goals
of the school and desires to remain a part of
it. This teacher commits to the school
because he/she want to.
1. Affective Commitment.

29. is the teacher’s perceived obligation to
remain the school or stay because of the
feelings of obligation. The employee stays
with the organization because he/she ought
to.
2. Normative Commitment.

30. the teacher commits to the school
because he/she perceives high costs of
losing the job, including economic costs and
social cost that would be incurred. The
employee remains a member of the
organization because he/she ha to.
3. Continuance Commitment.

32. Competency-based means that the standards of
criteria for characterizing good teaching are defined in
terms of what the teacher is competent to so. So
instead of defining good teaching practice in terms of
the teacher’s credentials, LET scores, grades in
graduate school, degrees, personality traits, and so on,
we look at what the teacher can do competently.
In NCBTS, good teaching is being defined in terms of
those practices that help students learn better. It is
concerned with whether teachers are competent in
helping students learn.

34. 1. Social Regard for Learning.
Focuses on the ideal that teachers serve
as positive and powerful role models of the
values of the pursuit of learning and of the
effort to learn, and the teachers actions,
statements, and different types of social
interactions with students exemplify this
ideal.

35. 2. Learning Environment.
Focuses on the importance of providing
for a social and physical environment
within which all students, regardless of
their individual differences in learning, can
engage the different learning activities and
work towards attaining high standards of
learning.

36. 3. Diversity of Learners.
Emphasizes the ideal that teachers can
facilitate the learning process in diverse
types of learners, by first recognizing and
respecting individual differences, then
using knowledge about students can attain
appropriate learning goals.

37. 4. Curriculum.
Refers to all elements of the teaching-
learning process that work in convergence to
help students attain high standards of learning
and understanding of the curricular goals and
objectives. This elements include the
teacher’s knowledge of subject matter,
teaching learning approaches and activities,
instructional materials and learning resources.

38. 5. Planning, Assessing & Reporting.
Refers to the aligned use of assessment
and planning activities to ensure that the
teaching-learning activities are maximally
appropriate to the students’ current
knowledge and learning levels.

39. 6. Community Linkages.
Focuses on the ideal that school activities
are meaningfully linked to the experiences and
aspirations of the students in their homes and
communities. Thus the domain focuses on
teachers’ efforts directed at strengthening the
links between school and community
activities, particularly as these link help in the
attainment of the curricular objectives.

40. 7. Personal Growth Professional
Development.
Emphasizes the ideal that teachers value
having a high personal regard, concern for
professional development, and continuous
improvement as teachers.

41. Corpuz, Brenda B. and Gloria G. Salandanan.(2013).
Principles of Teaching I (3rd Edition). Quezon City,
Metro Manila: Lorimar Publishing, Inc.
http://dreamandsucceed.wordpress.com/2011/01/12/
teachers-commitment/
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