This research aimed to reveal the views of secondary school students on ideal teacher qualifications. For this purpose, research was carried out in a phenomenological pattern, which is one of the qualitative research methods. The study was carried out with 76 students who were studying in a secondary school in the 2017-2018 academic year. The data were obtained with the repertory grid technique and interview technique. As a result of the analysis of the data, it was seen that the qualifications of the teachers considered ideal by the participants were among the general competencies of the teaching profession. According to the results of this research, ideally, teachers are expected to provide good and fun lessons, not discriminate among students, be friendly and calm in communications with students, and ensure discipline and democracy in the classroom environment.
This study aims to form a lecturer achievement index model based on student perceptions by looking
at the caseality relationship between latent variables, namely professional, social, personality and pedagogical
competencies of lecturers
Contribution of Competence Teacher (Pedagogical, Personality, Professional Co...theijes
The International Journal of Engineering & Science is aimed at providing a platform for researchers, engineers, scientists, or educators to publish their original research results, to exchange new ideas, to disseminate information in innovative designs, engineering experiences and technological skills. It is also the Journal's objective to promote engineering and technology education. All papers submitted to the Journal will be blind peer-reviewed. Only original articles will be published.
An effective teaching contributes to the students’ performance and this
depends on qualified-trained teachers, school administration, parents and
conducive environment for teaching and learning. It is proven that students
are more successful in their academic achievements, in the societies where
teachers perceive their profession as their job. This paper explores the impact
of the society’s perception on teachers’ professionalism. The method
employed in this paper is qualitative by using interview technique and used
audio-recorded to ensure a complete transcript. The result indicated that in
some developing countries including Cameroon, Kenya and Fiji has various
reasons for their job. Teaching profession was affected by how the society
considers teachers whereby they are perceived as disadvantaged population
who cannot fully take part in the social and economic activities due to the
fact that their salary is very low compared other public servants. This low
salary and loss of respect of teachers by the society lead to the job
dissatisfaction and made the teaching profession as a transitional job before
waiting to move to another different professional field.
International Journal of Business and Management Invention (IJBMI)inventionjournals
International Journal of Business and Management Invention (IJBMI) is an international journal intended for professionals and researchers in all fields of Business and Management. IJBMI publishes research articles and reviews within the whole field Business and Management, new teaching methods, assessment, validation and the impact of new technologies and it will continue to provide information on the latest trends and developments in this ever-expanding subject. The publications of papers are selected through double peer reviewed to ensure originality, relevance, and readability. The articles published in our journal can be accessed online.
Teachers play a significant role and face diverse challenges everyday, therefore escalating the research of teacher well-being and its factors, with leadership being one of them. This review aims to summarize the findings focusing on the differences and teacher’s perspectives on teacher well-being and transformational leadership in schools. The review consists of peer reviewed articles from 2012 to 2021, with kindergarten to high school teachers as participants. Several databases were used, which are Scopus, Science Direct, PsycInfo, World of Science (WoS) Journal, PubMed, SAGE journals, Education Resources Information Centre (ERIC), and Garuda. Articles were selected using preferred reporting items for systematic reviews and meta-analyses (PRISMA) guidelines and 10 were included in the qualitative synthesis. Studies showed that transformational leadership positively correlated with teacher well-being. Research regarding the efficiency of transformational leadership’s each aspect in increasing teacher well-being can be interesting to study in the future.
This article examines the characteristics of school effectiveness and how the school effectiveness policy works in the context of education decentralization. The research approach is qualitative exploratory and was conducted in 2016 in 10 out of 35 districts/cities in Central Java Province. The results showed that there are eight characteristics of effective schools: effective school leadership, efficient learning processes, active community participation, a conducive school environment, increased professionalism of educators, heightened expectations of students, the commitment of teachers, which together lead to good student achievement. Local government policy has not been mentioned explicitly to build an effective school. The government system should contribute to creating effective schools through human resource development, community participation, provision of facilities and infrastructure, professional development of educators, guiding students’ and teachers' achievement, monitoring student progress, education financing to some degree, and the commitment of local governments to give appreciation to education actors.
This study aims to form a lecturer achievement index model based on student perceptions by looking
at the caseality relationship between latent variables, namely professional, social, personality and pedagogical
competencies of lecturers
Contribution of Competence Teacher (Pedagogical, Personality, Professional Co...theijes
The International Journal of Engineering & Science is aimed at providing a platform for researchers, engineers, scientists, or educators to publish their original research results, to exchange new ideas, to disseminate information in innovative designs, engineering experiences and technological skills. It is also the Journal's objective to promote engineering and technology education. All papers submitted to the Journal will be blind peer-reviewed. Only original articles will be published.
An effective teaching contributes to the students’ performance and this
depends on qualified-trained teachers, school administration, parents and
conducive environment for teaching and learning. It is proven that students
are more successful in their academic achievements, in the societies where
teachers perceive their profession as their job. This paper explores the impact
of the society’s perception on teachers’ professionalism. The method
employed in this paper is qualitative by using interview technique and used
audio-recorded to ensure a complete transcript. The result indicated that in
some developing countries including Cameroon, Kenya and Fiji has various
reasons for their job. Teaching profession was affected by how the society
considers teachers whereby they are perceived as disadvantaged population
who cannot fully take part in the social and economic activities due to the
fact that their salary is very low compared other public servants. This low
salary and loss of respect of teachers by the society lead to the job
dissatisfaction and made the teaching profession as a transitional job before
waiting to move to another different professional field.
International Journal of Business and Management Invention (IJBMI)inventionjournals
International Journal of Business and Management Invention (IJBMI) is an international journal intended for professionals and researchers in all fields of Business and Management. IJBMI publishes research articles and reviews within the whole field Business and Management, new teaching methods, assessment, validation and the impact of new technologies and it will continue to provide information on the latest trends and developments in this ever-expanding subject. The publications of papers are selected through double peer reviewed to ensure originality, relevance, and readability. The articles published in our journal can be accessed online.
Teachers play a significant role and face diverse challenges everyday, therefore escalating the research of teacher well-being and its factors, with leadership being one of them. This review aims to summarize the findings focusing on the differences and teacher’s perspectives on teacher well-being and transformational leadership in schools. The review consists of peer reviewed articles from 2012 to 2021, with kindergarten to high school teachers as participants. Several databases were used, which are Scopus, Science Direct, PsycInfo, World of Science (WoS) Journal, PubMed, SAGE journals, Education Resources Information Centre (ERIC), and Garuda. Articles were selected using preferred reporting items for systematic reviews and meta-analyses (PRISMA) guidelines and 10 were included in the qualitative synthesis. Studies showed that transformational leadership positively correlated with teacher well-being. Research regarding the efficiency of transformational leadership’s each aspect in increasing teacher well-being can be interesting to study in the future.
This article examines the characteristics of school effectiveness and how the school effectiveness policy works in the context of education decentralization. The research approach is qualitative exploratory and was conducted in 2016 in 10 out of 35 districts/cities in Central Java Province. The results showed that there are eight characteristics of effective schools: effective school leadership, efficient learning processes, active community participation, a conducive school environment, increased professionalism of educators, heightened expectations of students, the commitment of teachers, which together lead to good student achievement. Local government policy has not been mentioned explicitly to build an effective school. The government system should contribute to creating effective schools through human resource development, community participation, provision of facilities and infrastructure, professional development of educators, guiding students’ and teachers' achievement, monitoring student progress, education financing to some degree, and the commitment of local governments to give appreciation to education actors.
As ESP teachers, the teachers are always forced to maintain their knowledge because the development of specific knowledge is changing very fast. The teachers should progressively develop their competence because it will influence the goal of teaching (Latha, 2014). This study focuses on investigating the kinds of challenges that have faced by vocational teachers in developing their professional competence. The research design of this study is a case study. The participants of this study were five vocational teachers who have been teaching in Vocational Schools in Indramayu at least for about two years. The writer used a semi-structured interview to collect the data. The data from the meeting were transcribed and analyzed qualitatively. The result showed that there are three main challenges in developing professional competence. Those challenges are the availability of seminars and workshops in their city, the less support from the institution, and the lack of facilities and infrastructure.
In educating the students, teachers’ beliefs on teaching and learning influenced not only on what to teach and how to do it, but also on how to assess their students. Education has a goal that students can apply the knowledge gained in real world activities. Through assessment process, it helps them to understand their strengths and weaknesses of their abilities development. This research aims to find out teachers’ beliefs about performance assessment and how they use it to assess their students in one of public college under The Ministry of Industry in Indonesia. Data findings are obtained by using interviews, observation and document analysis conducted on T1 and T2 as the participants. Researcher used the five elements of performance assessment to make the instruments and analyze the findings. Results indicated that there were differences between what they say and what they do. The differences appeared because of the theories they knew, their own knowledge and experiences they have in teaching.
Teaching Proficiency and Personal Values Prospect and Provinces of Teacherijtsrd
Our idea of this century is the interest of learning should be valued by individuals and by the world itself. Each person is promoted to take up learning possibilities over life. Hence, much expectations and responsibilities lie on the 21 century teachers for this vision to come true. Teachers are fundamental elements in making aspirants to face the future with confidence and to shape it with intention and determination. Their role as an agent of change has never been more obvious and critical than today. As this new challenge with the levitation of globalization, including India, is no more an isolated geographical spot each one being woven into a global web. It is thus no more a choice for any nation to be globally reasonable or not in its product, service, governing, ethics and evaluates. Manpower marked by skills and proficiencies are built on the groundwork of education which is largely dependent upon the quality of teacher education. Pathan Ramiz Khan Ibrahim Khan "Teaching Proficiency and Personal Values: Prospect and Provinces of Teacher" Published in International Journal of Trend in Scientific Research and Development (ijtsrd), ISSN: 2456-6470, Volume-5 | Issue-6 , October 2021, URL: https://www.ijtsrd.com/papers/ijtsrd46425.pdf Paper URL : https://www.ijtsrd.com/humanities-and-the-arts/education/46425/teaching-proficiency-and-personal-values-prospect-and-provinces-of-teacher/pathan-ramiz-khan-ibrahim-khan
Assessment of Prospective Teachers Attitudes towards Teaching Profession: The...iosrjce
Quality education is an indispensable instrument for national development. However the provision of
quality education depends largely on the quality of teachers. Similarly, teacher education programme is
designed to produce teacher with requisite training and sound professional background which requires a
favourable attitude and certain specific competencies. Therefore, the aim of this study is to investigate the
Northwest University, Kano prospective teachers’ attitudes towards profession of teaching. Field of study,
gender and level of study’s influence on their attitude were also examined. A descriptive survey design was
adopted with a sample of 220 prospective teachers selected using a stratified random sampling technique.
Professional Attitude Scale for Prospective Teachers (PASPT) constructed and validated by the researchers was
used to collect data. The data collected were analysed using descriptive statistics and Independent Sample t-test
to test the hypotheses at 0.05 level of significance. Findings revealed that prospective teachers have positive
attitude towards the profession. Similarly, asignificant gender difference was observed in their attitudes towards
the profession. However theresults further showed no significant difference in the prospective teachers’
attitudes towards the profession in relation to field of study and level of study.The implication is that,
thisfavourable attitude towards teaching profession will bring about professional competence in the future
practice.The study recommended among others, that further study should be conducted to investigate the factors
responsible for the favourable or unfavourable attitude of prospective teachers towards teaching profession
which will provide an insight on how stakeholders can bring attitudinal change towards the teaching profession.
THE MOST CONSIDERED TYPE OF STUDENT CHARACTERISTICS BY PRIMARY SCHOOL TEACHERSIJITE
This study aims to determine what type of student characteristic most considered by teachers in primary school and their influence on student learning achievement. For this purpose, 37 class teachers of grade 4th to 6th from seven primary schools were the respondents. Categorizing the level of identification
students characteristics by the teacher using a questionnaire on the application of student characteristics that is deepened by the study of learning planning documents intended to provide an overview of the types of students characteristics that are considered most important to be done by primary school teachers. The results show that the level of student intelligence is the type of student characteristics most considered by
primary school teachers. By comparing the value of student achievement it can be seen that the learning developed by paying attention to students intelligence levels are better than learning that does not pay attention to it.
THE MOST CONSIDERED TYPE OF STUDENT CHARACTERISTICS BY PRIMARY SCHOOL TEACHERSIJITE
This study aims to determine what type of student characteristic most considered by teachers in primary
school and their influence on student learning achievement. For this purpose, 37 class teachers of grade
4th to 6th from seven primary schools were the respondents. Categorizing the level of identification
students characteristics by the teacher using a questionnaire on the application of student characteristics
that is deepened by the study of learning planning documents intended to provide an overview of the types
of students characteristics that are considered most important to be done by primary school teachers. The
results show that the level of student intelligence is the type of student characteristics most considered by
primary school teachers. By comparing the value of student achievement it can be seen that the learning
developed by paying attention to students intelligence levels are better than learning that does not pay
attention to it.
The Most Considered Type of Student Characteristics by Primary School TeacherIJITE
This study aims to determine what type of student characteristic most considered by teachers in primary school and their influence on student learning achievement. For this purpose, 37 class teachers of grade 4th to 6th from seven primary schools were the respondents. Categorizing the level of identification students characteristics by the teacher using a questionnaire on the application of student characteristics that is deepened by the study of learning planning documents intended to provide an overview of the types of students characteristics that are considered most important to be done by primary school teachers. The results show that the level of student intelligence is the type of student characteristics most considered by primary school teachers. By comparing the value of student achievement it can be seen that the learning developed by paying attention to students intelligence levels are better than learning that does not pay attention to it.
For the success of the learning of students of higher education it is necessary that the teacher
plays the supervisory action that aims to ensure a learning adapted to the biopsycho social context of the
learners.Objective: To evaluate the perspective of the students on the competences of the mentor teacher.
The study descriptive with favorable opinion of the Ethics Committee was carried out on a sample by 306
students, from a Polytechnique Institute of Portugal (81.7% women), with a mean of 21.15 years. Data
collection wascarried out via the online application of Cunha et al.'S (2017) Generic and Specific Supervisor
Competency Scale.
The results support the importance of the assignment of a mentor teacher in College (87.5%), with follow-up
from 1st to 4th year (60.4%). They also suggest the preference of daily sessions (51.6%) in the training place
(52.4%), lasting lessthan one hour (49.7%). The character is tics most valued by the students are generic
competences and the most valued item was the demon strate empathy, patience, under standing and readiness to
dialogue.
The results suggest that one should consider the evaluation of the competences obtained by the teachers when
evaluating their pedagogical performance in the scope of supervision. Even though higher education students
value the existence of a mentor teacher with competences for the supervision of learning, their attribution
assumes relevance in the strategic management of innovative pedagogical practices in the fight against failure
and school abandonment.
In second or foreign language learning, attitudinal factors were one of the key factors that determine language success and achievement. In Indonesia, foreign language (English) has been taught since elementary school, however research showed most Indonesian language learners in English showed unsatisfactorily result. This research aimed at disclosing the students’ attitudinal factors in learning foreign language by exploring their first experience in learning foreign language. This qualitative study employed exploratory case study design to interview students’ attitudinal factors by exploring the students past experience at first time learning foreign language. These students were from different education unit background when they were in elementary school. This study applied thematic analysis to interpret and analyze the data. The findings showed in case of attitudinal factors were categorized into three components that were cognitive, affective, and behavior. In case of cognitive and affective components, those who had good experiences felt happy in their first experience in foreign language and the vice versa. However, both were having similar learning behavior when they serve as an English teacher, they adopted particular learning behavior that was able to make students enjoy the foreign language learning.
In current assessment practice, self-ratings and questionnaires are a dominant tool used to measure the skills called social and emotional skills or non-cognitive skills, although the tools are affected by various biases. In this regard, the anchoring vignette approach was introduced against the biases, correcting individuals’ self-rated responses based on their rating of hypothetical individuals in the scenario. Drawing from students’ self-rated social and emotional skills in mathematics, this paper presented the study which examined the effect of anchoring vignette approach on reliability and correlation by comparing self-rated and vignette-corrected scales. Research participants were Mongolian students in ninth grade (N=308). The participants were administered in two scales: self-ratings for math perseverance and cooperative learning in math, followed by a vignette set. The vignette-corrected scale showed higher reliability than the self-rating scale for both math perseverance and cooperative learning in math. Besides, the vignette-corrected scales for gender and region showed a stronger and more significant correlation than the self-rating scales, suggesting that there might be gender- and region-related differences in the way the students act in math class. In summary, these findings suggest that the anchoring vignette approach has the potential to measure social and emotional or non-cognitive aspects of mathematics in a more reliable way. Future studies could further investigate the reliability and validity of the anchoring vignette approach by including more cultural groups and designing the vignettes while considering various math contents and vignette gender.
More Related Content
Similar to Views of secondary school students on ideal teacher qualifications: A phenomenological analysis
As ESP teachers, the teachers are always forced to maintain their knowledge because the development of specific knowledge is changing very fast. The teachers should progressively develop their competence because it will influence the goal of teaching (Latha, 2014). This study focuses on investigating the kinds of challenges that have faced by vocational teachers in developing their professional competence. The research design of this study is a case study. The participants of this study were five vocational teachers who have been teaching in Vocational Schools in Indramayu at least for about two years. The writer used a semi-structured interview to collect the data. The data from the meeting were transcribed and analyzed qualitatively. The result showed that there are three main challenges in developing professional competence. Those challenges are the availability of seminars and workshops in their city, the less support from the institution, and the lack of facilities and infrastructure.
In educating the students, teachers’ beliefs on teaching and learning influenced not only on what to teach and how to do it, but also on how to assess their students. Education has a goal that students can apply the knowledge gained in real world activities. Through assessment process, it helps them to understand their strengths and weaknesses of their abilities development. This research aims to find out teachers’ beliefs about performance assessment and how they use it to assess their students in one of public college under The Ministry of Industry in Indonesia. Data findings are obtained by using interviews, observation and document analysis conducted on T1 and T2 as the participants. Researcher used the five elements of performance assessment to make the instruments and analyze the findings. Results indicated that there were differences between what they say and what they do. The differences appeared because of the theories they knew, their own knowledge and experiences they have in teaching.
Teaching Proficiency and Personal Values Prospect and Provinces of Teacherijtsrd
Our idea of this century is the interest of learning should be valued by individuals and by the world itself. Each person is promoted to take up learning possibilities over life. Hence, much expectations and responsibilities lie on the 21 century teachers for this vision to come true. Teachers are fundamental elements in making aspirants to face the future with confidence and to shape it with intention and determination. Their role as an agent of change has never been more obvious and critical than today. As this new challenge with the levitation of globalization, including India, is no more an isolated geographical spot each one being woven into a global web. It is thus no more a choice for any nation to be globally reasonable or not in its product, service, governing, ethics and evaluates. Manpower marked by skills and proficiencies are built on the groundwork of education which is largely dependent upon the quality of teacher education. Pathan Ramiz Khan Ibrahim Khan "Teaching Proficiency and Personal Values: Prospect and Provinces of Teacher" Published in International Journal of Trend in Scientific Research and Development (ijtsrd), ISSN: 2456-6470, Volume-5 | Issue-6 , October 2021, URL: https://www.ijtsrd.com/papers/ijtsrd46425.pdf Paper URL : https://www.ijtsrd.com/humanities-and-the-arts/education/46425/teaching-proficiency-and-personal-values-prospect-and-provinces-of-teacher/pathan-ramiz-khan-ibrahim-khan
Assessment of Prospective Teachers Attitudes towards Teaching Profession: The...iosrjce
Quality education is an indispensable instrument for national development. However the provision of
quality education depends largely on the quality of teachers. Similarly, teacher education programme is
designed to produce teacher with requisite training and sound professional background which requires a
favourable attitude and certain specific competencies. Therefore, the aim of this study is to investigate the
Northwest University, Kano prospective teachers’ attitudes towards profession of teaching. Field of study,
gender and level of study’s influence on their attitude were also examined. A descriptive survey design was
adopted with a sample of 220 prospective teachers selected using a stratified random sampling technique.
Professional Attitude Scale for Prospective Teachers (PASPT) constructed and validated by the researchers was
used to collect data. The data collected were analysed using descriptive statistics and Independent Sample t-test
to test the hypotheses at 0.05 level of significance. Findings revealed that prospective teachers have positive
attitude towards the profession. Similarly, asignificant gender difference was observed in their attitudes towards
the profession. However theresults further showed no significant difference in the prospective teachers’
attitudes towards the profession in relation to field of study and level of study.The implication is that,
thisfavourable attitude towards teaching profession will bring about professional competence in the future
practice.The study recommended among others, that further study should be conducted to investigate the factors
responsible for the favourable or unfavourable attitude of prospective teachers towards teaching profession
which will provide an insight on how stakeholders can bring attitudinal change towards the teaching profession.
THE MOST CONSIDERED TYPE OF STUDENT CHARACTERISTICS BY PRIMARY SCHOOL TEACHERSIJITE
This study aims to determine what type of student characteristic most considered by teachers in primary school and their influence on student learning achievement. For this purpose, 37 class teachers of grade 4th to 6th from seven primary schools were the respondents. Categorizing the level of identification
students characteristics by the teacher using a questionnaire on the application of student characteristics that is deepened by the study of learning planning documents intended to provide an overview of the types of students characteristics that are considered most important to be done by primary school teachers. The results show that the level of student intelligence is the type of student characteristics most considered by
primary school teachers. By comparing the value of student achievement it can be seen that the learning developed by paying attention to students intelligence levels are better than learning that does not pay attention to it.
THE MOST CONSIDERED TYPE OF STUDENT CHARACTERISTICS BY PRIMARY SCHOOL TEACHERSIJITE
This study aims to determine what type of student characteristic most considered by teachers in primary
school and their influence on student learning achievement. For this purpose, 37 class teachers of grade
4th to 6th from seven primary schools were the respondents. Categorizing the level of identification
students characteristics by the teacher using a questionnaire on the application of student characteristics
that is deepened by the study of learning planning documents intended to provide an overview of the types
of students characteristics that are considered most important to be done by primary school teachers. The
results show that the level of student intelligence is the type of student characteristics most considered by
primary school teachers. By comparing the value of student achievement it can be seen that the learning
developed by paying attention to students intelligence levels are better than learning that does not pay
attention to it.
The Most Considered Type of Student Characteristics by Primary School TeacherIJITE
This study aims to determine what type of student characteristic most considered by teachers in primary school and their influence on student learning achievement. For this purpose, 37 class teachers of grade 4th to 6th from seven primary schools were the respondents. Categorizing the level of identification students characteristics by the teacher using a questionnaire on the application of student characteristics that is deepened by the study of learning planning documents intended to provide an overview of the types of students characteristics that are considered most important to be done by primary school teachers. The results show that the level of student intelligence is the type of student characteristics most considered by primary school teachers. By comparing the value of student achievement it can be seen that the learning developed by paying attention to students intelligence levels are better than learning that does not pay attention to it.
For the success of the learning of students of higher education it is necessary that the teacher
plays the supervisory action that aims to ensure a learning adapted to the biopsycho social context of the
learners.Objective: To evaluate the perspective of the students on the competences of the mentor teacher.
The study descriptive with favorable opinion of the Ethics Committee was carried out on a sample by 306
students, from a Polytechnique Institute of Portugal (81.7% women), with a mean of 21.15 years. Data
collection wascarried out via the online application of Cunha et al.'S (2017) Generic and Specific Supervisor
Competency Scale.
The results support the importance of the assignment of a mentor teacher in College (87.5%), with follow-up
from 1st to 4th year (60.4%). They also suggest the preference of daily sessions (51.6%) in the training place
(52.4%), lasting lessthan one hour (49.7%). The character is tics most valued by the students are generic
competences and the most valued item was the demon strate empathy, patience, under standing and readiness to
dialogue.
The results suggest that one should consider the evaluation of the competences obtained by the teachers when
evaluating their pedagogical performance in the scope of supervision. Even though higher education students
value the existence of a mentor teacher with competences for the supervision of learning, their attribution
assumes relevance in the strategic management of innovative pedagogical practices in the fight against failure
and school abandonment.
In second or foreign language learning, attitudinal factors were one of the key factors that determine language success and achievement. In Indonesia, foreign language (English) has been taught since elementary school, however research showed most Indonesian language learners in English showed unsatisfactorily result. This research aimed at disclosing the students’ attitudinal factors in learning foreign language by exploring their first experience in learning foreign language. This qualitative study employed exploratory case study design to interview students’ attitudinal factors by exploring the students past experience at first time learning foreign language. These students were from different education unit background when they were in elementary school. This study applied thematic analysis to interpret and analyze the data. The findings showed in case of attitudinal factors were categorized into three components that were cognitive, affective, and behavior. In case of cognitive and affective components, those who had good experiences felt happy in their first experience in foreign language and the vice versa. However, both were having similar learning behavior when they serve as an English teacher, they adopted particular learning behavior that was able to make students enjoy the foreign language learning.
In current assessment practice, self-ratings and questionnaires are a dominant tool used to measure the skills called social and emotional skills or non-cognitive skills, although the tools are affected by various biases. In this regard, the anchoring vignette approach was introduced against the biases, correcting individuals’ self-rated responses based on their rating of hypothetical individuals in the scenario. Drawing from students’ self-rated social and emotional skills in mathematics, this paper presented the study which examined the effect of anchoring vignette approach on reliability and correlation by comparing self-rated and vignette-corrected scales. Research participants were Mongolian students in ninth grade (N=308). The participants were administered in two scales: self-ratings for math perseverance and cooperative learning in math, followed by a vignette set. The vignette-corrected scale showed higher reliability than the self-rating scale for both math perseverance and cooperative learning in math. Besides, the vignette-corrected scales for gender and region showed a stronger and more significant correlation than the self-rating scales, suggesting that there might be gender- and region-related differences in the way the students act in math class. In summary, these findings suggest that the anchoring vignette approach has the potential to measure social and emotional or non-cognitive aspects of mathematics in a more reliable way. Future studies could further investigate the reliability and validity of the anchoring vignette approach by including more cultural groups and designing the vignettes while considering various math contents and vignette gender.
The objective of this research was to develop non-test instrument or questionnaire to measure the evaluation of the use of Webtoon among the students of Open University in Pekanbaru, Riau, Indonesia and to obtain the instrument’s validity and reliability. This research employed the Analysis, Design, Development, Implementation, Evaluation (ADDIE) instructional model. The data were collected using online questionnaire. There were 55 respondents participated in this research. The data collected were analyzed descriptively using SPSS program version 23.00 for windows. The result of the data analysis indicated that the instrument has the percentage of agreement result of 82.75% (valid) and Cronbach alpha with score 0.942 (reliable). The data proved that the instrument has very feasible. This result showed that this research and development produced Webtoon non-test instrument which is valid and reliable.
Achievement motivation evolved fast in the educational field. In this development, the trichotomous and the 2X2 models received myriad attention from the educational specialist. However, there is a debate about which is better between the two models. This study aimed to intercede this debate and argue that the study's duration should be accounted for in the validation. Approach goals should dominate new students' achievement goals, and old students' achievement goals will show the balance of approach and avoidance goals. For these reasons, this study gathers the data from 350 new students and 203 old students. Confirmatory factor analysis reveals that the trichotomous is the best model for new student segments. While for the old student segment, the 2X2 model shows its efficacy. Therefore, for the new students' segment, achievement goals consist of mastery-approach, performance-approach, and performance-avoidance goals. For the old students, besides those three-goal orientations, mastery-avoidance goals are also included. As expected, the independent sample t-test shows that new students have higher mastery-approach and performance-approach goals than old students have. Self-efficacy is more influential in the new than old student segments, as shown by simple linear regression. This study is still stuck to a single cross-sectional design. Further research can utilize longitudinal research with segmental-based analysis and pay attention to gender, major, social class, or other potential moderation variables.
High demands of academic life and social changes caused relatively high prevalence of psychological distress among university students compared to the general population. The aim of this study was to determine the prevalence of psychological distress among university students and to examine the factors associated with them. This was cross sectional study involving 467 Bachelor degree students from various faculties in Universiti Teknologi MARA. Participants were assessed using the Brief Religious Coping Scale (Brief RCOPE), the Hatta Islamic Religiosity Index 1996 (HIRS96) and the Depression, Anxiety and Stress Scale (DASS 21). This study highlighted relatively high prevalence of depression, anxiety, and stress among the students of UiTM Shah Alam. We also found consistent significant association between negative religious coping with both anxiety and depressive symptoms. Consistent with the earlier studies done among Muslim samples, the positive religious coping is not significantly associated with better psychological outcomes although only small effect was observed towards the depressive symptoms.
Knowledge of the Islam at every student is supported by many factors, one of which is the Arabic language compentence. This research aimed to evaluate and find Arabic language learning construction in strengthening al-Islam at higher education. The desire to find the construction is because there is no visible connection between Arabic language learning and al-Islam learning so that clarity of learning objectives, learning materials, learning implementation, and evaluation systems of Arabic language learning at higher education is needed. In line with this purpose, this study used a qualitative method with a phenomenological approach. The sources of data were facts, Arabic language lecturers, al-Islam lecturers, and students purposively. Data were analyzed by using critical realism. The results of the study proved that the reconstruction of learning objectives, materials, implementation, and evaluation systems is needed to realize Arabic language learning that can strengthen al-Islam at higer education.
This study aimed to determine the emotional intelligence of junior high school students, especially in managing emotions, recognizing emotions, and motivating themselves. This was quantitative study with survey design. There were 102 respondents participated in this research that were obtained based on purposive technique. The instruments used in this study were questionnaires and semi-structured interviews and data analysis using descriptive statistics, including mean, min, max, categorization, and percentage. From the results of the investigation that has been done, it is found that there is emotional intelligence of students in mathematics which is shown by the aspect of recognizing emotions which has a suitable category of 61.8% (63 of 102) students, the issue of managing emotions has an appropriate category of 53.9% (56 out of 102) students. The self-motivation aspect has a suitable category of 60.8% (62 out of 102) students. Students need to be allowed to develop direct experiences and thoughts on learning activities.
Web Pedagogical Content Knowledge (WPACK) is an important competence for pre-service teachers in the educational technology course. However, novice pre-service teachers require the preparation stage to integrate the Web into instruction. The purpose of the study was to develop and to investigate the new instructional model for pre-service teachers in integrating the Web. The Preparation, Isolation, Transformation, Action, Reflection, and Revision (PINTARR) and two other models were implemented in three physics education technology groups with seventy-four participants. The instrument test was constructed to assess the pre-service teachers’ competencies, namely Student analysis, Curriculum organization, Instructional strategy selection, Evaluation, Technological knowledge, and Physics knowledge. The result of MANOVA showed pre-service teachers in PINTARR group outperformed overall the pre-service teachers’ competencies rather than the Multimedia and Web Design Learning group. The results indicated that the Preparation and the Isolation stage were the most important for novice pre-service teachers in improving the competencies.
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This study aimed to evaluate the learning styles among healthcare students and to study the relationship with their academic achievement. This cross-sectional study was conducted among 137 healthcare students from six different courses. Data was collected using a self-administered questionnaire and developed based on the original visual, aural/auditory, read/write, and kinesthetic (VARK) assessment. The questionnaire was divided into two sections: the demographic status and the learning style perspective. A total of 119 respondents (86.8%) has chosen unimodal as their learning styles, while the rest of the 18 respondents (13.2%) choose multimodal as their preferred learning method. Among the unimodal learning styles, visual (32%) and reading (26%) were most preferred among respondents. The auditory and kinesthetic methods of learning were less and accounted for 10% to 20%. Notably, in multimodal learning styles preferences, 4% of students prefer a combination learning style of visual and kinesthetic methods. There was no significant relationship between learning styles and academic achievement using Pearson’s Chi-square test (p>0.05). Hence, both were independent of one another. Hence, some of the dominant learning styles needed to be considered based on their future profession.
Character education is also important given to autistic children. This phenomenological research aims to reveal the teacher's experience in teaching character education for autistic children. The participants in this research were 10 teachers from three exceptional schools consisting of public and private exceptional schools. In-depth interview method as a data collection technique. Data analysis using semantic reduction is carried out by the stages of identifying important statements from the results of the interview, determining the theme of the discussion, and describing the significance of the whole the teacher's experience. The results found that character learning for autistic children through three models, namely explanatory, practice, and intensive mentoring. The explanatory model is used to practice the ability of autistic children in terms of building children's concentration and focus. The practice model is used to train autistic children soft skills in terms of strengthening the understanding of the material and its reasoning ability. While the intensive mentoring model for training soft skills autistic children related to the ability of interpersonal relationships and confidence. Therefore, the inclusion of teacher competencies must at a minimum include pedagogical, personal, and social abilities to teach character education for autistic children.
Employability is an important factor that can determine the quality of prospective graduates, especially in vocational high schools. Therefore, vocational high schools, as one of the educational institutions that prepare workforce resources, need to pay attention to factors that can increase their students' employability. This study aims to empirically examine the role of self-efficacy and the peer interaction on student employability. The subjects of this study were 132 students at Vocational High School Muhammadiyah Prambanan. The data were collected through an employability scale, a self-efficacy scale, and a peer interaction scale. The data were then analyzed with multiple linear regression techniques. The results showed that: 1) Simultaneously, there was a very significant role that self-efficacy and peer interaction have on employability with p=0.000 (p<0.01); 2) Partially, there was also a very significant role that self-efficacy has on employability with p=0.000 (p<0.01); 3) Peer interaction also had a partially significant role on employability with p=0.001 (p<0.01). Both self-efficacy and peer interaction simultaneously contributed 40.8% to employability, but self-efficacy had a more dominant role (26.7%) than peer interactions (14.1%).
The study was to examine the implementation of child-friendly school (CFS) in a public elementary school. This study employed a single case study method, as Public Elementary School ofRagunan 01 is the unit of research analysis. The school has been declared as a child-friendly school since 2015. The quantitative data generated, however, were only used to see the percentage of the characteristics of CFS model. Thus, the data were gathered through observation, questionnaires and interviews to obtain more comprehensive empirical data. The questionnaire was distributed to all teachers and 15 class coordinators of students’ parents to obtain data about the implementation of CFS. Interviews were conducted with several important multi-stakeholders identified. The results showed that thirteen characteristics of the CFS had been implemented well with a percentage value above 95%. It indicates that this school has been able to realize the CFS model following its principles. Besides, the school has met the requirement of the six essential components of CFS adapted according to Indonesian educational contexts. It indicates that the implementation of CFS is in accordance with the concept of UNICEF but with some differences.
Guided by the lens of Bourdieu, this study examined the relationship of the students' economic capital (parents' monthly income and students' weekly allowance) and cultural capital (parents' highest educational attainment and students' community involvement) to their college readiness. The study utilized a descriptive-correlational design, and data were collected from 6,626 K-12 graduates enrolled in one state-university in Cagayan Valley Region, Philippines. The results reveal that the respondents have parents who have income below the Philippine poverty threshold level and have obtained a secondary level of education. They, too, are college-unready, implying that the competencies they obtained from their basic education need further enhancement. Moreover, economic and cultural capital becomes significant resources that are valuable in explaining the college readiness of Filipino Senior High School (SHS) graduates. Those who come from families with higher economic and cultural capital tend to have higher college readiness. Remarkably, the low economic and cultural capital of the students possibly explains their lack of college readiness. As they have less economic and cultural capital, they tend to have fewer competencies to capacitate them in hurdling tertiary education. Hence, these disadvantaged students generally struggle to achieve more and to be successful in life.
The research has been carried out at the Islamic junior high school of East Lampung to determine the effectiveness of the Connecting, Organizing, Reflecting, and Extending (CORE) learning model on students’ creative thinking skills on sound waves topic. The research method used was a quasi-experimental design with Non-Equivalent Control Group Design. Data on creative thinking skill were collected using essay test instrument. This research was conducted on the eighth-grade students of an Islamic senior high school in East Lampung with a sample of 60 students taken by using purposive sampling technique. Based on the Effect Size test, the effectiveness value of the CORE model on students’ creative thinking skills are 0.48 which is in the medium category. These results prove that the CORE learning model is effective in enhancing students’ creative thinking skills on sound wave material. This study also provides a storyboard on how to apply an effective CORE model to improve students’ creative thinking abilities.
The condition of all countries in the world is devastated by the presence of a corona virus epidemic known as Corona Virus Diseases-19 (COVID-19). The efforts of the Indonesian government to break the chain of distribution of COVID-19 in the midst of society is to impose a policy of keeping distance, avoiding publicity, frequent hand washing and wearing masks. This also has an impact on the field of education where learning from home is also known as work from home (WFH). Learning is done with an online learning system that at least applies distance, physical social protection. Blended learning is one that is done using the Edmodo application, which can be done online at home. The purpose of this study is to find out how effective the use of the blended-learning learning model with Edmodo applications is to students of Informatics Engineering Education during the COVID-19 pandemic. This research is a quasi-experimental design with a pre-test and post-test control group. The results of this study indicate that the use of Edmodo's blended-learning learning model in Information Technology Education students during the COVID-19 pandemic period is effective and can be used as a virtual learning solution.
One of the most important elements involved in the development of countries is teachers. Therefore, developing countries should pay attention to training good teachers. Thus, the purpose of this study was to present the opinions of teachers and prospective teachers on the “teaching experience” course. The study is based on a qualitative research. The data were collected from 84 teachers in Şanlıurfa, an eastern city of Turkey and 88 prospective teachers (undergraduate seniors) studying at Mersin University, Turkey. Semi-structured interview form was utilized to collect the required data. Besides, content analysis was applied in the study. The data have been expressed in numbers. Results have displayed that there are problems arising from the stakeholders in the “teaching experience” lesson. The types of schools attending internships are not inclusive. Not all stakeholders are working cooperatively. Moreover, the following suggestions were accordingly put forward: 1) The internship duration can be extended; 2) Applications covering all types of schools should be added; and 3) Stakeholders should be encouraged to work in a collaborative way.
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Views of secondary school students on ideal teacher qualifications: A phenomenological analysis
1. International Journal of Evaluation and Research in Education (IJERE)
Vol. 10, No. 1, March 2021, pp. 317~329
ISSN: 2252-8822, DOI: 10.11591/ijere.v10i1.20565 317
Journal homepage: http://ijere.iaescore.com
Views of secondary school students on ideal teacher
qualifications: A phenomenological analysis
Fatma Kalkan1
, Emine Dağlı2
1
Martyr Teacher M. Ali Durak Secondary School, Turkey
2
Department of Primary Education, Hatay Mustafa Kemal University, Turkey
Article Info ABSTRACT
Article history:
Received Mar 5, 2020
Revised Dec 17, 2020
Accepted Jan 30, 2021
This research aimed to reveal the views of secondary school students on ideal
teacher qualifications. For this purpose, research was carried out in a
phenomenological pattern, which is one of the qualitative research methods.
The study was carried out with 76 students who were studying in a secondary
school in the 2017-2018 academic year. The data were obtained with the
repertory grid technique and interview technique. As a result of the analysis
of the data, it was seen that the qualifications of the teachers considered ideal
by the participants were among the general competencies of the teaching
profession. According to the results of this research, ideally, teachers are
expected to provide good and fun lessons, not discriminate among students,
be friendly and calm in communications with students, and ensure discipline
and democracy in the classroom environment.
Keywords:
Ideal teachers
Phenomenology
Secondary school students
This is an open access article under the CC BY-SA license.
Corresponding Author:
Fatma Kalkan
Martyr Teacher M. Ali Durak Secondary School
Kordonboyu Street No.1, 06180 Yenimahalle/Ankara, Turkey
Email: fatmaturan2007@hotmail.com
1. INTRODUCTION
The human development process starts in the family and continues into the neighborhood, school,
and business life, encompassing the entire life of the individual [1]. This process is expressed through
education, and individuals receive various benefits directly or indirectly through education. It is only possible
for effective education in schools for individuals of all ages to be self-actualized through in-school and out-
of-school experiences that will benefit society [2]. To realize effective teaching, basic elements such as the
school, classroom, program, teacher, and technology. are needed. However, contrary to what is believed,
class size and other physical facilities remain secondary to the quality of teaching [3]. The most important
factor in effective teaching in a school is the teacher. The characteristics of the teacher and the behaviors she
or he exhibits determine the qualities of effective teaching.
To realize effective teaching, the characteristics of the teacher and the behaviors that the teacher
should have are the most important topics for all stakeholders (educational scientists, politicians,
practitioners, parents, students) who are interested in education and studies being carried out on this subject.
In these studies, teachers’ characteristics and behaviors that they exhibit are addressed within categories of
“competency,” “quality,” “standards,” and “qualification,” and occasional interchangeability causes concept
confusion [4]. Problems such as the fact that concepts that are used interchangeably in different countries
cannot be used with the exact meaning, the change in the meaning brought to concepts over time, and the
differences in the expectations related to a concept (e.g., academic or political) are among the reasons for this
confusion. It will now be helpful to address the meanings attributed to these concepts to clarify this
confusion.
2. ISSN: 2252-8822
Int J Eval & Res Educ, Vol. 10, No. 1, March 2021: 317 - 329
318
The concept of “efficacy” is expressed in both English and Turkish as competency, effectiveness,
and quality [5]. With the discussions on the use of these concepts in the literature, the notion of competency
for teachers is understood as the belief in their strength for success in teaching; effectiveness implies action
that must be shown on the way to success, and the level of these two qualities together is regarded as the
basic competency measure [6]. Quality refers to the whole of knowledge, skills and abilities, and in business
life, it is seen or expressed as a set of features when a job is successfully performed [5, 7]. Quality,
qualifications, and competencies are associated with learning outcomes. The European Commission defines
learning outcomes as: The set of knowledge, skills and/or competences an individual has acquired and/or is
able to demonstrate after completion of a learning process [8].
Teacher competencies are a concept used in applications before the 1990s, whereby teachers’
attitudes, knowledge, and skills [9] were listed in detail to help them perform their profession effectively and
efficiently. Since the beginning of the 1990s, teaching standards have been used instead of this concept. In
essence, both concepts have the same meaning and differ in terms of coverage. Competencies usually include
details of what the teacher can do at the behavioral level, although standards do not go down to the
behavioral level. In this regard, standards include simpler and more general expressions than competencies
do [10].
The competencies of the teaching profession are determined by relevant institutions and
organizations within the framework of the educational policies of countries. The definition of the
competencies of the teaching profession in Turkey is carried out by the Ministry of Education. General
competencies of the teaching profession were first introduced in 2002 by the Ministry of National
Education’s General Directorate of Teacher Training and Education and they have undergone many changes
in the process. Most recently, they were updated in 2017 to comply with the national and international
regulations in education. General competencies of the teaching profession after this update consist of three
competency areas including “professional knowledge,” “professional skills,” and “attitudes and values” and
11 sub-competencies related to these competencies (knowledge of the specific field, knowledge of the
education field, knowledge of legislation, planning of teaching, creating learning environments, managing the
teaching and learning process, measurement and evaluation, attitude towards the student,
national/spiritual/universal values, communication and collaboration, personal and professional development)
and 65 performance indicators [9].
Teacher qualifications can be defined as the totality of the knowledge, skills, and competencies that
teachers need to achieve to successfully fulfill their teaching tasks, which they have achieved in the course of
a learning process. Due to the roles of teachers in education, academic studies are carried out around the
world to determine and increase the qualifications of teachers. Teacher qualifications, which are thought to
be found in all teachers based on the conditions required for effective teaching, are expressed in different
ways. A teacher who does not have the knowledge and skills to effectively manage the teaching process will
inevitably not exhibit effective teaching behaviors [11]. For this purpose, the ideal teacher should have
enough knowledge about the field in which s/he is educated, gain knowledge of the teaching profession, and
be equipped with the skills related to teaching. An ideal teacher is associated with the classroom management
approach [12]. The success of the teacher in the education process is related to classroom management and
those who are in control of the classroom have the qualifications of an ideal teacher. Ideal teachers for
effective teaching are expected to have some personal characteristics as well as professional knowledge and
skills. Ideal teachers should be friendly, tolerant, loving, trustworthy, honest, objective, and confident
towards the student; they should be models for students with their ideas and behaviors [13]. The ideal teacher
should be informative, love the profession, be able to speak the language properly, be knowledgeable,
communicate well, and be democratic [14].
It is possible to come across some studies conducted on the qualifications of the ideal teacher and
sort these into two groups as quantitative and qualitative. In quantitative studies, student achievement is
considered as an indicator of effective teaching. In this respect, teachers’ characteristics, pedagogical content
knowledge, professional knowledge, skills and experiences, professional development, professional
competency constructs, and satisfaction are presented with standardized tests that measure student success
[15-26]. In qualitative studies, the views of individuals about the characteristics of an effective teacher or
qualifications of an ideal teacher are revealed through various methods, techniques (such as
phenomenological patterns, grid technique), and they are interpreted based on theories [4, 27, 28]. Studies
reveal views on ideal teaching as well as the qualifications and behaviors of the ideal teacher [29-32].
One of the theories is the personal construct theory (psychology), which tries to explain why
people’s attitudes towards world events are different. The basic starting point of the personal construct theory
is cognitive structure [33]. People have constructs about anything and everything [34]. Cognitive constructs
consist of schemes on how to perceive new knowledge in any learning situation, how to relate to existing
knowledge, and how to construct it in the mind. Constructs direct one’s perspective and control his/her
3. Int J Eval & Res Educ ISSN: 2252-8822
Views of secondary school students on ideal teacher qualifications: A phenomenological … (Fatma Kalkan)
319
behavior in the final sense [35]. New knowledge and experience are effective in the formation and change of
the individual’s cognitive construct. Individuals use various constructs to express the dimensions and
phenomena of experiences that form their inner worlds. These are emotions, thoughts, and so on [5].
Depending on their experience, the construct of a particular cognition (or case) is bipolar. For example, the
construct 'warm' could have many bi-polar opposites: 'cold', 'un-friendly' or 'uncomfortable'. Constructs are
like 'a pair of goggles' through which we view sections of the world [35]. As a result of knowledge and
experience, individuals communicate through these cognitive constructs that they form in their inner world
and try to understand the world [36]. Individuals’ cognitive constructs related to a concept or phenomenon
are closely related to their views. Therefore, revealing the cognitive constructs of individuals about that
concept or phenomenon will provide us with information about their views on that concept or phenomenon.
In the literature, when studies are examined, it is seen that the qualifications of the ideal teacher are
mostly expressed at standard levels and studies do not contain in-depth information about the behavior
dimension of the ideal teacher [37-41]. On the other hand, in the studies conducted based on the personal
construct theory, although it provides detailed information about the qualifications of the ideal teacher, these
qualifications are determined by educational practitioners (i.e., school administrators, teachers, teacher
candidates) [5, 33, 42]. However, students are in direct communication with the teacher in the teaching
process. The students observe the personal characteristics, attitudes, and behaviors of their teachers in the
teaching process and form cognitive constructs related to the ideal teacher by comparing them with other
teachers. These cognitive constructs need to be analyzed for revealing the views of students related to ideal
teacher qualifications. The views of students related to ideal teacher qualifications, effective teaching,
determining the required teacher qualifications, and revealing teacher competencies can provide important
contributions to the evaluation of the content of teacher training courses and classroom management courses
for prospective teachers or the evaluation of the in-class performances of prospective teachers. These views
can also shed light on the studies of educational scientists and politicians in the establishment of professional
development monitoring and evaluation systems. Therefore, the focus of this study is to reveal the cognitive
constructs of secondary school students related to ideal teacher qualifications through Kelly’s personal
construct theory.
2. RESEARCH METHOD
This study aimed to reveal the views of secondary school students related to ideal teacher
qualifications. In this respect, a phenomenological pattern was used from among qualitative research designs.
Phenomena can be seen in different ways, such as events, experiences, constructs, orientations, concepts, and
situations in the world we live in [43]. In this approach, the researcher examines the meanings that the
individual imposes on a phenomenon. The phenomenological study defines the common meaning of several
people's lived experiences with the phenomenon or concept [44]. It is important to define phenomena and to
not generalize in phenomenology [45].
2.1. Study group
The study was carried out with 76 students who were studying in a secondary school in the 2017-
2018 academic year. The criterion sampling method was used in deciding the study group. Criterion
sampling is the creation of a sample from individuals, events, objects, or situations with qualifications
identified about the problem [46]. In the research, it was taken as the criterion that students should have
received at least one year of education from six teachers, where they identified three as ideal and three as
non-ideal. With this criterion, it was assumed that the students would be familiar enough with the teachers to
group them as ideal and non-ideal. Therefore, 5th grade students are excluded from the research. The
demographic characteristics of the study group are given in Table 1.
Table 1. Demographic characteristics of the study group
Gender
Grade
6th grade 7th grade 8th grade Total
Female 24 15 18 57
Male 4 8 7 19
Total 28 23 25 76
Of the participants, 57 were female and 19 were male; 28 were in the 6th grade, 23 were in the 7th
grade, and 25 were in the 8th grade. A total of nine volunteer students, three from each grade level, were
interviewed. Of these students, six were female and three were male.
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2.2. Data collection
In this study, data were obtained by two different techniques: the repertory grid technique and the
interview technique. “Grid” is a generic term for a series of simple assessment scale procedures. It is used to
reach definitions that describe how a person sees the world or a smaller portion of it [47]. The repertory grid
technique, which is based on Kelly’s personal construct theory, is a method derived from personal constructs
and factors, revealing the hidden and informal theories underlying experiences [34]. Individuals use their
constructs to understand and interpret the events that occur in their environment, and these constructs are
shaped by the individual’s experiences. Thus, individuals begin to understand the world in which they live by
developing a personally organized interpretation system based on their experiences [48]. Constructs are part
of this system and are located on two opposite poles. In the repertory grid technique, the positioning of the
constructs that individuals develop based on their experiences is important for analysis [49].
The repertory grid form was developed according to the triple repertory grid technique [50] to
determine the cognitive constructs of secondary school students related to ideal teacher qualifications.
According to the repertory grid technique, data are obtained gradually [50, 51]. In the first stage, the students
were told to think about the teachers who taught their classes. The students were then asked to choose three
ideal and three non-ideal teachers from among the teachers they thought of. In the second stage, the students
were asked to set a code name for these teachers and place them in the corresponding sections in the triple
repertory grid form. In the third stage, ideal and non-ideal teachers were shown on a chart in ten different
ways in the triple combination. The students were asked to answer the following question: “To you, what
common characteristic or qualification (excluding physical features) do two of the three teachers have that is
different than the other?” Following the answers of the students, 10 two-dimensional cognitive constructs
consisting of words, adjectives, or sentences were obtained. In the fourth stage, the students were asked to
score the six teachers they chose regarding the qualifications/cognitive constructs they determined (5 being
the most desirable in terms of qualification and 1 being the least). Repertory grid forms took 60-80 minutes
to complete. The data to be included in the analysis were determined by considering the understanding of the
repertory grid technique, filling out the interview form properly, understanding the scoring logic in the
repertory grid technique, and not having copied the forms. The first five cognitive constructs and calculation
of points from a form completed by 7th grade student are shown in Table 2 as an example.
Table 2. Completed sample repertory grid form by 7th grade student
Ideal teachers’
qualifications
Red Blue Green Black Yellow Purple
Non-ideal teacher
qualifications
Total
1. S/he provides silence
during the lesson.
Δ4 Δ4 4 Δ1 1 1 1. There is a lot of noise
in the classroom.
15
2. S/he does not reflect
private life problems in the
class.
3 Δ4 Δ4 1 Δ1 1 2. If s/he is depressed,
s/he screams in the
classroom.
14
3. S/he teaches along with
jokes.
Δ3 2 Δ3 1 1 Δ1 3. S/he has no sense of
humor.
11
4. S/he treats us equally. Δ2 Δ4 3 1 Δ1 2 4. S/he likes some of us
more
13
5. When something
happens, s/he does not
think “s/he is lazy, so it is
expected
1 Δ2 2Δ 1 1 Δ1 5. “Laziness is always
guilty,” s/he thinks
8
The interview technique used in qualitative research serves the purpose of revealing the perspectives
of the people and seeing the world through their eyes [52]. In qualitative interviews, it is essential to obtain
in-depth information about people’s views, feelings, and thoughts about a subject [53]. Individual interviews
were also conducted with the participants to fully understand what the participants meant by cognitive
constructs, to obtain more in-depth information, and to make analyses more accurate. During these
interviews, a semi-structured interview form prepared by the researchers was used. The questions on the
interview form were examined by two experts working in the field of Turkish language in terms of
understandability and were rearranged in line with the recommendations of the experts. The main question of
the interview form was “Would you explain the qualifications of a teacher (or teachers) that you consider
ideal?” However, additional questions were asked of the participants to better analyze some of the cognitive
constructs that were not understood in the repertory grid forms and expressed by the participants.
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2.3. Data analysis
A descriptive analysis method was used for data analysis. According to this approach, the data are
summarized and interpreted in advance according to predetermined themes. In descriptive analysis, direct
quotations are frequently used to reflect the views of the individuals interviewed or striking observations
[43]. The data obtained by using the grid technique were processed in four stages by the descriptive analysis
method. The first stage of the data analysis process was the naming of cognitive constructs. A total of 1520
cognitive constructs for ideal and non-ideal qualifications were collected from the forms administered to
students. However, since the purpose of the study was determining ideal teacher qualifications, negative
cognitive constructs were excluded from the analysis and 760 positive cognitive constructs were studied. At
this stage, cognitive constructs were analyzed by classification according to similarities and common
characteristics. The general evidence obtained from the data indicated that cognitive constructs refer to the
general competencies of the teaching profession. In this context, cognitive construct groups consist of the
teaching profession’s competencies. Similar to the three general competencies of the teaching profession,
three cognitive construct groups should be obtained. However, professional knowledge and professional
skills were considered as a single competency, namely “professional knowledge and skills,” since some of
the cognitive constructs of the participants about these competencies of ideal teachers were so interrelated
that they could not be separated from each other with clear lines. Thus, two cognitive construct groups,
“professional knowledge and skills” and “attitudes and values,” were obtained. All participants produced 10
cognitive constructs, at least one in both cognitive construct groups, and 760 cognitive constructs were
classified within these two cognitive construct groups.
Determining which cognitive constructs correspond to a teaching profession competency area would
ensure that cognitive constructs groups are correctly formed. For this reason, in the second stage, we aimed to
determine which cognitive constructs may come in response to which of the indicators of sub-competencies.
In the third stage, it was tried to determine the cognitive constructs matching the competencies of
professional knowledge and skills and attitudes and values. In this way, cognitive constructs were also
matched with cognitive construct groups. To create a cognitive construct group, at least three participants
were required to express the same or similar cognitive construct and all 760 cognitive constructs were
included in the analysis. The fourth and final stage of the data analysis process was the statistical analysis of
the data. In this stage, the cognitive construct rankings as scored by the participants were taken into
consideration and the first cognitive constructs were multiplied by 10; the other cognitive constructs were
multiplied by numbers from 10 to 1 and then the final scores were obtained. Then, using the Microsoft Excel
program, the total and arithmetic mean of these results were calculated.
Descriptive analysis was also used in the analysis of the data obtained with the interview technique.
When the answers given by the participants to the question of “Would you explain the qualifications of a
teacher (or teachers) that you consider ideal?” were examined, it was seen that the qualifications of the
teachers considered as ideal corresponded to the general competencies of the teaching profession. Therefore,
they were classified within professional knowledge and skills or attitudes and values, similar to the cognitive
construct groups.
To better analyze some cognitive constructs expressed by the participants and not understood in the
repertory grid forms, during these interviews, the participants were asked what they would like to explain
with these cognitive constructs. For example, the participants were asked “What is discipline?” and “Who is
a disciplined teacher?” An answer given to this question was: “They ensure discipline and silence in the
classroom.” When the participant’s views and indicators of sub-competencies were examined, it was seen
that the “disciplined” cognitive construct could be included in both creating learning environments and
managing the teaching and learning process, which are sub-competencies of professional skills. Thus, the
“disciplined” cognitive construct was matched with the professional knowledge and skills cognitive construct
group.
2.4. Validity and reliability
Proximity to the research area, gathering detailed and in-depth information through face-to-face
interviews, collecting data in the natural environment where the event takes place, collecting long-term
information, being able to go back to the area for confirmation of the findings, and gathering additional
information are among the features that provide validity in qualitative research [43]. In this direction, the
steps taken to ensure the internal validity of this study were: 1) The study was carried out in a school where
one of the researchers worked, which provided the researchers with the opportunity to collect data for a long
time through face-to-face interviews in the natural environment. This also enabled the researchers to
understand the data correctly and to confirm the findings; 2) The data obtained from the natural environment
were presented in the findings section, and the cases they were related to being interpreted according to the
grade level and developmental characteristics of the participants were presented. To ensure the external
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validity of the study, detailed information about the criteria to be included in the selection of the participants
for the study group, the process of including the participants in the research, the data collection tool, and the
analysis are given.
To ensure the internal reliability of the research, the findings obtained from the analysis of the data
of step 1) were given directly without interpretation. For the analysis of step 2) data, the theoretical structure
was formed by the general competencies of the teaching profession. Cognitive construct groups were
determined based on the general competencies of the teaching profession. To determine whether the
matching of cognitive constructs with cognitive construct groups determined within the framework of general
competencies of the teaching profession was correct, expert opinion was consulted. Cognitive constructs,
general competencies of the teaching profession, sub-competencies, and indicators of sub-competencies were
given to a faculty member from the department of educational sciences. The instructor was asked to match
the cognitive construct groups with cognitive constructs according to the general competencies of the
teaching profession. The matching of this instructor and the cognitive construct groups of the researchers
were then compared. The same method was followed in the analysis of the data obtained from the interviews.
According to the calculations made for internal reliability [54], the consistency rate between the matchings
was 91%. To ensure the external reliability of the research, subjects related to the method such as data
collection, analysis, combining, and presenting the results of the analysis are explained in detail.
3. RESULTS AND DISCUSSION
3.1. Participants’ cognitive constructs related to ideal teacher qualifications
As a result of the analysis of the data obtained from the repertory grid forms, the participants
produced 760 cognitive constructs related to ideal teacher qualifications. The cognitive constructs were
classified within the professional knowledge and skills and the attitudes and values cognitive construct
groups. The number (frequencies) and percentages of the cognitive constructs in each cognitive construct
group are presented in Table 3.
Table 3. The number and percentages of the cognitive constructs in cognitive construct groups
Cognitive construct groups
6th grade (n=280) 7th grade (n=230) 8th grade (n=250) General (n=760)
n % n % n % n %
Professional knowledge and skills 154 55 105 45.65 100 40 359 47.24
Attitudes and values 126 45 125 54.35 150 60 401 52.76
It is seen in Table 3 that there are more cognitive constructs in the attitudes and values cognitive
construct group (n=401, 52.76%) than in the professional knowledge and skills cognitive construct group
(n=359, 47.24%). Students in the 6th grade produced more cognitive constructs within the professional
knowledge and skills cognitive construct group (n=154, 55%), while 7th grade (n=125, 54.35%) and 8th
grade (n=150, 60%) students produced more within the attitude and values cognitive construct group.
Because the number of cognitive constructs (760) obtained was high, not all findings are given in this
section. Instead, six cognitive constructs with the highest score in terms of the relative importance in each
main set of cognitive construct groups are presented (with participant’s grade level, number, and cognitive
construct score in parentheses).
3.1.1. Professional knowledge and skills
There were 154 cognitive constructs at the 6th grade level. According to the relative importance, the
six dominant cognitive constructs were: 1) When s/he is lecturing, there is no sound in the classroom (6, 2,
290); 2) S/he gives important information in the course (6, 17, 260); 3) S/he gives many examples on the
subject (6, 23, 240); 4) S/he lectures us with fun (6, 6, 210); 5) S/he teaches very good lessons (6, 25, 200); 6)
S/he grades papers well (6, 5, 175).
There were 105 cognitive constructs at the 7th grade level. According to the relative importance, the
six dominant cognitive constructs were: 1) S/he knows everything (7, 16, 252); 2) S/he makes the yappers
stop (7, 18, 208); 3) S/he dominates the subject (7, 17, 207); 4) S/he provides catchy examples (7, 2, 200); 5)
S/he teaches an enjoyable course (7, 22, 198); 6) S/he teaches very good lessons (7, 10, 190).
There were 100 cognitive constructs at the 8th grade level. According to the relative importance, the
six dominant cognitive constructs were: 1) There is no question that s/he never knows (8, 2, 230); 2) S/he
evaluates grades nicely (8, 10, 225); 3) S/he provides us with an entertaining lesson (8, 19, 210); 4) S/he
lectures clearly (8, 3, 207); 5) S/he lectures nicely and in detail (8, 10, 200); 6) S/he does not ignore a
question by saying the question is incorrect (8, 18, 190).
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When the cognitive constructs of the participants are examined, it can be concluded that the teachers
who are seen as ideal have sub-competencies of professional knowledge competency such as knowledge of
the specific field and knowledge of the education field, and sub-competencies of professional skills
competency such as creating learning environments, managing the teaching and learning process, and
measurement and evaluation.
3.1.2. Attitudes and values
There were 126 cognitive constructs in the 6th grade. According to the relative importance, the six
dominant cognitive constructs were: 1) S/he does not behave angrily (6, 22, 240); 2) S/he won’t get angry
when we don’t understand (6, 17, 224); 3) S/he understands our language (6, 7, 220); 4) S/he does not shout
at us (6, 16, 210); 5) S/he listens to our problems (6, 24, 200); 6) S/he values the students and works for them
(6, 1, 126).
There were 125 cognitive constructs in the 7th grade. According to the relative importance, the six
dominant cognitive constructs were: 1) S/he behaves very well (7, 16, 270); 2) S/he is cheerful (7, 3, 250); 3)
S/he does not judge (7, 21, 230); 4) S/he is respectable and non-discriminatory (7, 18, 180); 5) S/he gives
importance to the lesson (7, 17, 152); 6) S/he cares about the students (7, 14, 104).
There were 150 cognitive constructs in the 8th grade. According to the relative importance, the six
dominant cognitive constructs were: 1) S/he is fair to everybody (8, 8, 210); 2) S/he does not get mad when
we ask questions (8, 10, 208); 3) S/he gets along well with students (8, 7, 207); 4) S/he is nice to the students
(8, 15, 200); 5) S/he is a friendly teacher (8, 17, 190); 6) S/he is democratic (8, 5, 184).
When the cognitive constructs of the participants are examined, it can be concluded that the teachers
seen as ideal have sub-competencies of the attitudes and values competency such as positive attitudes
towards the student, communication, and cooperation.
The relative importance levels of cognitive constructs were determined by calculating the relative
importance of cognitive constructs at each grade level according to total score and arithmetic mean. Table 4
presents the relative importance levels of the cognitive construct groups.
Table 4. The relative importance levels of cognitive construct groups
Cognitive construct groups
6th grade 7th grade 8th grade General
Total 𝑥̅ Total 𝑥̅ Total 𝑥̅ Total 𝑥̅
Professional knowledge and skills 14926 533.07 10680 464.35 10762 430.48 36368 478.53
Attitudes and values 11260 402.14 10965 476.74 12765 510.6 34990 460.39
It is seen in Table 4 that in terms of the total score and arithmetic mean, the professional knowledge
and skills cognitive construct group (total=36368, 𝑥̅=478.53) generally has higher values. The professional
knowledge and skills cognitive construct group has higher values at the 6th grade level (total=14926,
𝑥̅=533.07). The attitudes and values cognitive construct group has higher values at the 7th grade level
(total=10965, 𝑥̅=476.74) and 8th grade level (total=12765, 𝑥̅=510.6). In other words, according to 6th grade
students, first of all, an ideal teacher should have professional knowledge and skills, but according to 7th
grade and 8th grade students, first of all, an ideal teacher should have appropriate attitudes and values.
When the cognitive constructs were examined, it was seen that some participants produced more
than one cognitive construct with the same meaning. These repeats were treated as only one cognitive
construct. The frequencies and percentages of cognitive constructs are presented in Table 5. Table 5 shows
that the frequencies of repetitive cognitive constructs varied across grade levels. However, when we look at
the total frequency, the cognitive constructs that these secondary school students most often expressed were:
Their lessons are entertaining, they lecture better, they do not shout, cheerful, they do not discriminate,
disciplined, they are democratic.
Table 5. Cognitive constructs with the highest values in terms of frequencies
6th grade 7th grade 8th grade General
Their lessons are entertaining 18 11 13 42
They lecture better 16 9 2 27
They do not shout 10 5 9 24
Cheerful 8 5 8 21
They do not discriminate 10 8 2 20
Disciplined 7 4 8 19
They are democratic 3 3 3 9
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3.2. Participants’ examples of ideal teachers
In the following sections, examples of the qualifications explained by the participants for an ideal
teacher are presented, preceded by the participant’s number, grade level, and gender, and the competencies in
which these qualifications are included are summarized.
3.2.1. Professional knowledge and skills
P1, 6, F: “S/he teaches the lesson with a lot of fun. S/he’s chatting with us. Everyone listens to
her/his conversation because our teacher entertains us. But we don’t always have fun, sometimes we get
serious while solving difficult questions. S/he teaches the lesson very well. S/he can explain a lesson to us
until we understand it. S/he is never tired of it.”
P2, 6, F: “S/he teaches the lessons by coding with simple things. At the end of the lesson, s/he asks
whether we have understood it or not. If someone says that s/he doesn’t understand, and another one says to
her/him ‘How did not you understand it? It is so simple,’ our teacher warns her/him. So, we can freely ask
why we don’t understand. I think that it’s a very good thing to ask questions without any shame. If I don’t ask
my questions, my head gets stuck there and I don’t understand what is being told. I’m bored and I’m feeling
behind.”
P3, 6, M: “My teacher knows how to focus on students. For this, sometimes the students take a
break and s/he entertain the students. For example, our teacher is very talented at imitating famous people.
Some of our friends also begin to learn jokes that they want to tell. With other teachers, we always get bored
sometimes. It’s very difficult when you’ve done all this.”
P4, 7, F: “S/he is shouting a little bit and explains in detail. S/he shuts everyone up and says (what
s/he wants to say). Her/his voice is lush… Even if someone else speaks, it is not understood. Our teacher’s
voice is drowning it out. If someone goes down the hall, s/he will hear it. S/he teaches the lesson after
silencing everyone. Once everyone is silent, no one dares to speak, because if even one person speaks,
everyone looks at her/him badly.”
P5, 7, M: “While writing on the board, s/he also reads the writing. S/he solves problems we can’t
do. Otherwise, it’s boring, it’s like everybody’s sleeping in class. Writing is very boring sometimes, but it’s
easier when our teacher reads it, and we write it easily. S/he solves problems we can’t do. As long as we ask,
s/he solves the problem immediately.”
P6, 7, F: “S/he can make the lesson interesting by doing simple activities and telling interesting
things about the lesson. The other day s/he came to class with blank copy paper. S/he showed us how to fold
the paper. As we folded the paper, we learned which of the lines that formed were vertical and which were
parallel pieces. Then there was a strange fold of the paper. A shape appeared. Turns out our teacher made us
origami. A penguin appeared. I understood the subject and had fun in that class.”
P7, 8, F: “S/he uses plenty of examples and explains them through practice. If possible, s/he teaches
the course with a slideshow. The slides are usually colored and the color of the slide attract our interest. For
example, our IT teacher teaches the lesson with slides. There are funny cartoons on those slides. I like that
very much.”
P8, 8, F: “S/he tries to make the lesson fun. S/he talks to her students about things other than the
course. We talk about the news, the school, and the neighborhood. Sometimes s/he tells her/his old memories
and sometimes s/he tells us good things about us. Then we start the class.”
P9, 8, M: “S/he enables everyone to participate in the lesson and encourages those who do not raise
their hands to answer the question. Some teachers are teaching to (only) the class’s hard-working students,
and for those who struggle, this is very bad. After all, we want to learn, but those teachers aren’t interested
in us. They always give the hard-working people their say. This teacher does not always give us the right to
speak. I used to be so scared of lifting a finger; I wouldn’t look in anyone’s eyes and I would put my head
down. Now I know that my teacher will help me if I can’t do anything.”
P4, 7, F: “I solve the problems in lessons. But for some reason, I get very anxious about the exams
and I get low marks. Some good teachers give extra points based on our behavior in our class. There is a
plus-minus list. S/he notes there how many times each student can solve problems. S/he even takes notes
secretly revealing that person’s behaviors.”
When the statements of the participants are examined, it can be concluded that teachers who are
seen as ideal have sub-competencies of professional knowledge competency such as knowledge of the
specific field and knowledge of the education field. They also have sub-competencies of professional skills
competency such as creating learning environments, managing the teaching and learning process, and
measurement and evaluation. It is also possible to obtain information about ideal teachers’ attitudes and
behaviors towards students from the statements of the participants. Based on the examples of ideal teachers,
qualifications that an ideal teacher should possess and the behaviors that they should exhibit within these
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competencies can be summarized as: An ideal teacher teaches the lesson in a nice and fun way. S/he solves
the problems that the students cannot do. S/he designs the course to attract the attention of students. To do
this, the teacher can organize activities or use materials during the lesson. She can take a short break, talk
about interesting topics, or tell stories to get the students to focus on the lesson again. S/he enables everyone
to participate in the course effectively. S/he deals with the behaviors that affect the course negatively. S/he
also creates an environment in the classroom in which students can express their thoughts freely. S/he
considers the student’s behavior in the course as well as the test results in determining success in the course.
3.2.2. Attitudes and values
P1, 6, F: “S/he talks softly with students and asks us why when we can’t do homework. If someone
makes a habit of not doing homework, he gets the necessary punishment. For example, student's scores are
deleted. But our teacher, I’ve never seen her/him raise his voice. I love my teacher like a parent.”
P2, 6, F: “S/he gives value to students. S/he asks for our sake. S/he knows everyone in the class, s/he
does her/his best if anything happens to them. For example, s/he knew my sister was taking an exam and
asked me how my sister’s exam was. One of our friends had a traffic accident and (the teacher) went to their
home to see her/his. S/he also chats in the classroom with the students who don’t have parents. S/he is always
sincere with students. I love to chat with my teacher.”
P3, 6, M: “S/he acts as a friend with children. S/he gets angry where s/he needs to. When children
are bored, s/he makes them a little more relaxed. We don’t do naughty things because we know that s/he
loves and cares for children. If there is anybody who doesn’t follow the rules, s/he gets very angry.”
P4, 7, F: “S/he is smiling. But if the student shows disrespect, the teacher shows anger. Sometimes
when the teacher comes to class, I feel comfortable. We are happy because our teacher is friendly.”
P5, 7, M: “S/he does not act very hard. S/he hugs us every day and kisses us. I’m scared when a
teacher is tough; after all, the teachers know a lot about us, but I don’t think s/he needs to be tough with us.”
P6, 7, F: “In the lesson, after our teacher warns us not to speak three times, s/he tells us softly and
not too hard. S/he’s very patient. S/he won’t shout. She will warn anyone who interrupts the class.”
P7, 8, F: “S/he has a sincere and loving relationship. S/he acts like a friend. No one in school
doesn’t like her/him. I wish all our teachers were like this. S/he knows all of the students, knows their names,
and helps us make up with our friends. If I have a problem at school, my teacher is the first person I’m going
to tell. S/he gives us some advice and sometimes speaks very well.”
P8, 8, F: “S/he hugs and cares for the student and helps with everything. Our teacher first calmed
the disabled student, then found out how (the problem) happened, and then s/he called his family. S/he tried
to call some places and get information about how to repair the device. S/he is very concerned and does
her/his best. For example, some of our friends may want to borrow money.”
P1, 6, F: “What I like about him/her is that when I’m upset, s/he asks what happened. S/he
empathizes with me and answers every question. Our teacher is very soft-hearted if someone has a problem;
s/he will want to help. S/he will do whatever it takes for her/him.”
P3, 6, M: “This teacher talks to me all the time. And when I’m around her/him, I also want to talk to
her/him. My teacher smiles at me every time I see her/him, even if he’s upset. When I am unhappy, he asks
what’s wrong.”
P7, 8, F: “Unlike other teachers, s/he does not play with a phone in class. We’re not allowed to use
cell phones, but some teachers use their phones in class. There is no time for the phone because we are
already busy. But some teachers use phones in class. They read the news and write messages. They even
watch videos.”
P8, 8, F: “S/he does not get distracted from the course by dealing with social media. The teacher
finishes what will be done in the lesson. S/he won’t leave us until it’s over. Our teacher mutes the phone and
sometimes speaks very briefly in case of an emergency, but s/he doesn’t access the Internet.”
P1, 6, F: “S/he does not discriminate between students. S/he always equal. The teacher does not
make guilty persons guilty. If s/he punishes one, s/he gives the same punishment to the other. If s/he gave
someone a prize, s/he gives everyone a prize if they win. I didn’t see anybody be favored; s/he says s/he loves
everybody. S/he even tries hard to change misbehaviors. We had a friend in our class who was teasing
everyone. Our teacher worked hard with that boy so that he wouldn’t do anything wrong. That boy is getting
better.”
P8, 8, F: “Some students may not want courses to be held. But I don’t want that, because there is the
(high school entrance exam) at the end of this year. This teacher comes to school unless s/he’s very sick. If
the courses are not held, we are left behind. Once, because of a meeting, there was no course. There was a
lot of noise and everyone was shouting. Then the teacher came to the classroom, reminded us of the
importance of the exam, and gave some advice. Thanks to our teacher, everybody was silent.”
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P6, 7, F: “S/he does not discriminate between students who raise their hands to solve the problem.
S/he equally calls those who know the solution to the problem up to the board.”
When the statements of the participants are examined, it can be concluded that teachers seen as ideal
have sub-competencies of attitudes and values competency such as attitudes towards the students,
communication, and collaboration, and these sub-competencies are closely related. Based on the examples of
the ideal teacher, qualifications that an ideal teacher should possess and the behaviors that they should exhibit
within the scope of this competency can be summarized as: An ideal teacher is friendly. S/he has a calm
demeanor when communicating with students. S/he never talks angrily or shouts. S/he is friendly, tolerant,
and helpful to students. S/he has a friendly approach. In some cases, however, s/he may have to be tough.
S/he makes students feel that s/he cares about their behaviors. S/he also is fair. S/he does not discriminate
between students and treats everyone equally.
In this study, it was aimed to reveal the views of secondary school students related to qualifications
of ideal teachers. For this purpose, a qualitative study was conducted with 76 secondary school students. As a
result of the analysis of the data obtained from the repertory grid form, 760 cognitive constructs produced by
the secondary school students were collected within the general competencies of the teaching profession. In
the classification, professional knowledge and professional skills competencies were evaluated as a single
competency, namely “professional knowledge and skills.” Thus, two cognitive construct groups,
“professional knowledge and skills” and “attitudes and values,” were obtained. When cognitive constructs
were examined, it was seen that the students gave importance to general competencies of the teaching
profession and seven of the eleven sub-competencies (knowledge of the specific field, knowledge of the
education field, creating learning environments, managing the teaching and learning process, measurement
and evaluation, attitude towards the student, and communication and collaboration) that they contained. The
students’ cognitive constructs related to qualities of ideal teachers are associated with their experience,
knowledge, and beliefs. The experiences of the students in the school, comparisons of good and bad teachers
that occur as a result of observing teachers’ behaviors, and the knowledge gained from the environment about
a good teacher all have the potential to influence and shape their beliefs and cognitive constructs about ideal
teachers [31, 55, 56]. In this respect, it is natural that such a situation arises because competencies such as the
knowledge of legislation within professional knowledge competency or the planning of teaching within
professional skills competency cannot be observed or experienced directly by students.
Studies in the literature emphasize the following qualities of an ideal teacher: knowledge of the
specific field, knowledge of the education field, professional skills, personal characteristics, and professional
attitudes and behaviors [30, 32, 38, 57]. For effective teaching, teachers should know the specific field, the
education field (such as curriculum), and pedagogical content. Pedagogical content knowledge includes many
elements such as recognition of students’ developmental characteristics, recognition of their interests and
needs, encouraging student learning, and guiding students. The quality of teaching is affected by the teacher’s
use of pedagogical content knowledge. On the other hand, the healthy implementation of the curriculum of
the field depends to a great extent on the quality of classroom management, which requires that teachers have
the competency of managing the learning and teaching process, seen as a professional skill. When
communicating with students, their characteristics, professional attitudes, and behaviors gain importance.
The attitudes and values cognitive construct group had the highest frequency in terms of the number
of cognitive constructs. Students in the 6th grade produced more cognitive constructs within the professional
knowledge and skills cognitive construct group, while 7th grade and 8th grade students produced more
cognitive constructs within the attitude and values cognitive construct group. The relative importance levels
of the cognitive construct groups were determined both according to grade level and in general based on the
scores resulting from the conversion of qualitative data obtained from the repertory grid form to quantitative
data. Although the cognitive constructs that students form in general differed across grade levels, according
to total scores and arithmetic means, the professional knowledge and skills cognitive construct group had
higher values. The professional knowledge and skills cognitive construct group also had higher values at the
6th grade level. The attitudes and values cognitive construct group had higher values for the 7th grade and
8th grade. When the cognitive constructs of the participants are examined, it can be concluded that teachers
who are seen as ideal have sub-competencies of professional knowledge, professional skills, attitudes, and
values such as knowledge of the specific field, knowledge of the education field, creating learning
environments, managing the teaching and learning process, measurement and evaluation, positive attitudes
towards the student, and communication and cooperation. In similar studies, among ideal teacher
qualifications, knowledge of the education field [30, 42], attitude towards the student [42, 58, 59],
communication skills [5, 42, 58, 60], and classroom management [60, 61] have been repeated frequently.
The most striking point among the research results is that the professional knowledge and skills
cognitive construct group is not dominant according to total scores or arithmetic mean at the 8th grade level.
Considering the high school entrance exam in the 8th grade, the students are expected to desire to be
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successful in the exam, and the teachers should provide effective instruction for them by first mastering the
knowledge of the field. However, the priority for students is to create an environment where the teacher can
demonstrate the skills required for field training and teaching. Such an environment makes it necessary to
deal effectively and constructively with unwanted behaviors and situations in the classroom, to take into
account the interests and needs of students, and to ensure the active participation of students in learning
processes.
In the fulfillment of all these conditions, the extent to which the teacher exhibits effective
communication skills in his/her approach to the students is important. Similar results have been reached in
previous studies [38, 60]. In those studies, it was determined that the priorities for the qualifications of ideal
teachers varied according to grade levels. It is important for students in lower grades that teachers have
mastery of the field and gain knowledge and skills, while at upper levels, teachers should motivate students,
address their emotions, and have appropriate communication skills. Although it is not possible to make a
general judgment from the results of qualitative research, it can be said that in this study the quality of
communication comes to the forefront more as the grade level increases. This may be the result of the
students’ developmental stages. Secondary school students are developmentally in between childhood and
adolescence. As the grade level increases, the number of students entering adolescence increases. Physical
and hormonal changes, emotional fluctuations, identity-seeking efforts, relationships, and new
responsibilities during adolescence may exert extreme pressure on the individual. To pass through this period
healthily, adolescents need the support of the people around them. Teachers are expected to be the greatest
supporters of adolescents in the school environment. For this, teachers need to understand adolescents and
know how to approach them.
When the cognitive constructs were examined, it was seen that some of them were frequently
repeated. These cognitive constructs were: Their lessons are entertaining; They lecture better; They do not
shout; Cheerful; They do not discriminate; Disciplined; They are democratic. The results of other studies that
determined teachers’ qualifications by using different methods also included some of these cognitive
constructs [28, 29, 60, 61]. Therefore, it can be said that the cognitive constructs produced by these
secondary school students regarding the qualifications of the ideal teacher are concordant with the literature.
On the other hand, when these cognitive constructs are examined, it is seen that the first two cognitive
constructs are related to professional knowledge and skills. For students, professional knowledge and skills
are both a priority and a frequently recurring quality, while attitudes and values are among the qualifications
sought for ideal teachers. Ideally, teachers are expected to provide good and fun lessons, not discriminate
among students, be friendly and calm in communication with students, and ensure discipline and democracy
in the classroom environment.
Individual interviews were also conducted with the participants to fully understand what the
participants meant by cognitive constructs, to obtain more in-depth information, and to make the analyses
more accurate. During the interviews, the question “Would you please explain the qualifications of a teacher
(or teachers) that you consider ideal?” was asked. The qualifications of the teachers that the participants
considered ideal were classified within the “professional knowledge and skills” and “attitudes and values”
cognitive construct groups. Based on their examples of ideal teachers, the qualifications that teachers should
have and behaviors that they should exhibit can be summarized: An ideal teacher teaches the lesson in a nice
and fun manner. S/he solves the problems that the students cannot do. S/he designs the course to attract the
attention of students. To do this, s/he can use activities or materials during the lesson. S/he can take a short
break, talk about interesting topics, or tell stories to get the students to focus on the lesson again. S/he enables
everyone to participate in the course effectively. S/he deals with the behaviors that affect the course
negatively. S/he also creates an environment in which students can express their thoughts freely in the
classroom. S/he takes into consideration the student’s behavior in the course as well as the exam results in
determining success in the course. S/he is friendly. S/he has a calm demeanor when communicating with
students. S/he never talks angrily or shouts. S/he is friendly, tolerant, and helpful to students. S/he has a
friendly approach. In some cases, however, s/he may have to be tough. S/he makes students feel that s/he
cares about their behavior. For the ideal teacher, the lesson takes precedence. S/he is also fair. S/he does not
discriminate between students and treats everyone equally.
4. CONCLUSION
It can be said that ideal teachers should have ideal attitudes and values as well as professional
knowledge and skills. This discourse is structurally similar to the results of previous studies. In this study, the
views of secondary school students on ideal teacher qualifications were revealed by using the repertory grid
technique and interview technique. Considering that the secondary school students’ cognitive constructs
related to ideal teacher qualifications and the priority of the constructs differed even in the classroom levels,
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it is thought that studies to be conducted on different educational levels will provide a wider perspective on
ideal teacher qualifications. Furthermore, a holistic understanding of the studies carried out with different
groups of participants (school administrators, teachers, prospective teachers, students of different educational
levels, and school types) can contribute to the field by revealing similar and different qualifications of the
ideal teacher.
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