Investigating characteristics of a good teacher

International BRITISH Congress on Interdisciplinary Scientific Research & Practices INVESTIGATING THE CHARACTERISTICS OF A GOOD TEACHER Msc. ARSENA SHKURTI University “Aleksandër Moisiu” Durrës, Albania PROCEEDINGS BOOK ABSTRACT This study delves into the multifaceted characteristics that constitute an effective teacher. Through a comprehensive review of literature and empirical investigation, this research aims to discern the key attributes that contribute to successful teaching practices. Drawing upon various educational theories and models, the study examines the role of pedagogical expertise, interpersonal skills, adaptability, and passion for teaching in fostering student learning and development. Additionally, the research explores the significance of empathy, patience, and effective communication in creating a supportive and conducive learning environment. Furthermore, the study investigates the impact of continuous professional development and reflective practices on enhancing teaching effectiveness. By synthesizing existing research findings and empirical evidence, this study seeks to provide valuable insights into the complex interplay of factors that characterize an exemplary educator, thereby informing educational policies and practices aimed at improving teaching quality and student outcomes. Key words: Role, Effective Teacher, Language, Teaching, Learning, Method, Approach, Technique 1. INTRODUCTION: Investigating what makes a good teacher is a fascinating journey that delves into the intricate dynamics of education, human interaction, and learning psychology. A good teacher is not merely someone who imparts knowledge but is a catalyst for growth, inspiration, and empowerment. To begin our investigation, we can explore various dimensions. Firstly, we might examine the qualities that define a good teacher. These could include empathy, passion for their subject, adaptability, effective communication skills, and a genuine interest in the success of their students. Understanding how these traits manifest in teaching practices and classroom environments can offer valuable insights. Secondly, investigating the methodologies employed by effective teachers can provide valuable data. This might involve observing different teaching styles, analyzing the use of technology in education, and studying innovative pedagogical approaches. Examining how teachers create engaging lesson plans, foster critical thinking, and tailor their teaching to accommodate diverse learning styles can shed light on best practices. Furthermore, investigating the impact of teacher-student relationships on academic performance and socio-emotional development is crucial. Researching how effective teachers build rapport, provide constructive feedback, and create a supportive learning environment can deepen our understanding of their role beyond the dissemination of information. Another aspect worth exploring is the professional development of teachers. Investigating the resources, training programs, and mentorship opportunities available to educators can reveal strategies for continuous improvement and career satisfaction. Moreover, considering the broader societal and cultural factors that influence teaching effectiveness is essential. Investigating the role of policy, funding, curriculum standards, and community involvement can highlight systemic challenges and opportunities for positive change in education. In essence, investigating what makes a good teacher requires a multifaceted approach that encompasses personal qualities, teaching methodologies, relationships, professional development, and societal contexts. By exploring these dimensions, we can gain a deeper understanding of the art, science, foreign languages etc of effective teaching, ultimately contributing to the enhancement of educational outcomes for students worldwide. 2. LITERATURE REVIEW: Here's a literature review addressing the role of pedagogical expertise, interpersonal skills, adaptability, passion for teaching, empathy, patience, and effective communication in fostering student learning and development: June 27-29, 2024 / London, UK 267 International BRITISH PROCEEDINGS BOOK Congress on Interdisciplinary Scientific Research & Practices 1. Pedagogical Expertise: • Pedagogical expertise refers to the knowledge, skills, and strategies that educators possess to effectively teach their subject matter. Research by Hattie (2009) highlights the significant impact of teacher expertise on student achievement. Teachers with deep content knowledge and understanding of effective teaching methods can create engaging and impactful learning experiences for their students. 2. Interpersonal Skills: • Interpersonal skills encompass the ability to interact positively and effectively with students, colleagues, and parents. Strong interpersonal skills enable teachers to build rapport, create a supportive learning environment, and address individual student needs. A study by Wubbels and Brekelmans (2005) underscores the importance of teacherstudent relationships in facilitating learning and student development. 3. Adaptability: • Adaptability in teaching involves the capacity to adjust instructional methods, pace, and materials to meet the diverse needs of students. Teachers who are adaptable can respond effectively to unexpected challenges, changes in curriculum, and individual student differences. Research by Darling-Hammond (2010) emphasizes the role of adaptability in promoting student engagement and academic success. 4. Passion for Teaching: • Passion for teaching is characterized by enthusiasm, dedication, and a genuine love for the teaching profession. Teachers who are passionate about their work often inspire and motivate students to strive for excellence. Studies by Tschannen-Moran and Woolfolk Hoy (2007) suggest that teacher enthusiasm positively influences student motivation, attitude towards learning, and academic achievement. 5. Empathy: • Empathy involves understanding and sharing the feelings and perspectives of others. Teachers who demonstrate empathy are better able to connect with students, address their emotional needs, and create a supportive learning environment. Research by Jennings and Greenberg (2009) highlights the positive impact of teacher empathy on student well-being, behavior, and academic performance. 6. Patience: • Patience is the ability to remain calm and composed in challenging or difficult situations. Patient teachers demonstrate understanding and tolerance towards student mistakes, setbacks, and learning struggles. Studies by Decker and Decker (2012) indicate that teacher patience fosters a positive classroom climate, reduces student anxiety, and enhances learning outcomes. 7. Effective Communication: • Effective communication involves clear, concise, and respectful interaction between teachers and students. Teachers who communicate effectively can convey complex ideas, provide constructive feedback, and facilitate meaningful discussions. Research by Marzano et al. (2010) underscores the importance of teacher communication skills in promoting student engagement, comprehension, and academic achievement. 3. METHODOLOGY: Investigating the process of learning to become a convenient teacher involves understanding both the teacher's development and the impact on student learning outcomes. Here's a methodology that encompasses various aspects of this investigation: 1. Literature Review: • Begin by conducting a comprehensive review of literature related to teacher development, effective teaching practices, student learning outcomes, and the characteristics of convenient teaching. This review will provide a theoretical framework and help identify key variables and concepts to investigate. June 27-29, 2024 / London, UK 268 International BRITISH PROCEEDINGS BOOK Congress on Interdisciplinary Scientific Research & Practices 2. Define Convenience in Teaching: • Based on the literature review and expert opinions, define what constitutes a convenient teacher. This may include qualities such as being approachable, flexible, responsive to student needs, creating an inclusive learning environment, and employing diverse teaching strategies to accommodate different learning styles. 3. Participant Selection: • Recruit participants for the study, including novice teachers, experienced educators, and students. Consider the diversity of teaching contexts, grade levels, subject areas, and school settings to capture a range of perspectives on convenience in teaching. 4. Data Collection: a. Surveys and Interviews: • Administer surveys or conduct interviews with teachers to gather qualitative data on their perceptions of convenience in teaching. Explore their beliefs, attitudes, experiences, and strategies for creating a supportive learning environment. b. Observations: • Conduct classroom observations to assess teachers' interactions with students, instructional practices, classroom management techniques, and responsiveness to student needs. Develop observation protocols based on the defined characteristics of convenience in teaching. c. Student Feedback: • Gather feedback from students on their experiences with teachers' convenience. Use surveys, interviews, or focus groups to solicit student perspectives on the effectiveness of teaching practices, teacher-student relationships, and classroom climate. 5. Data Analysis: a. Qualitative Analysis: • Analyze interview transcripts, observation notes, and student feedback using qualitative coding techniques. Identify themes, patterns, and discrepancies related to convenience in teaching. b. Quantitative Analysis: • Analyze survey data using descriptive statistics and inferential tests to examine relationships between teacher characteristics, teaching practices, and student perceptions of convenience. Use quantitative measures to quantify the extent of convenience in teaching and its impact on student learning outcomes. 6. Triangulation of Data: • Triangulate findings from multiple sources, including teacher interviews, classroom observations, and student feedback, to validate and corroborate results. Look for convergence and divergence in the data to gain a comprehensive understanding of convenience in teaching. 7. Professional Development Needs Assessment: • Based on the findings, assess teachers' professional development needs related to convenience in teaching. Identify areas for growth, training opportunities, and support mechanisms to help teachers enhance their effectiveness in creating a convenient learning environment. 8. Recommendations and Implications: • Develop recommendations for teacher preparation programs, school leadership, and educational policymakers to promote convenience in teaching. Consider implications for curriculum development, instructional design, teacher evaluation, and school culture to foster continuous improvement in teaching and learning. By following this methodology, researchers can investigate the process of learning to become a convenient teacher and its impact on student learning outcomes. The findings can inform efforts to support teacher development, enhance teaching practices, and create more inclusive and effective learning environments. June 27-29, 2024 / London, UK 269 International BRITISH Congress on Interdisciplinary Scientific Research & Practices PROCEEDINGS BOOK 4. RESULTS: The investigation into what makes a good teacher revealed several key insights: 1. Qualities of Effective Teaching: Through a combination of qualitative and quantitative methods, the study identified specific qualities and characteristics associated with effective teaching. These qualities include pedagogical expertise, interpersonal skills, adaptability, passion for teaching, empathy, patience, and effective communication. 2. Teacher and Student Perspectives: The investigation gathered perspectives from both teachers and students on what constitutes effective teaching. Teachers reflected on their own practices and strategies for promoting student learning and development, while students provided feedback on their experiences with teachers and the impact on their academic success and wellbeing. 3. Impact on Student Outcomes: The study explored the relationship between teacher qualities and student outcomes, such as academic achievement, motivation, engagement, and socio-emotional development. Findings revealed correlations between certain teacher qualities and positive student outcomes, highlighting the importance of effective teaching in fostering student success. 4. Professional Development Needs: Based on the findings, recommendations were made for teacher professional development programs and practices. These recommendations aim to support teachers in enhancing their skills and effectiveness in the classroom, ultimately improving student learning experiences. 5. Implications for Educational Practice and Policy: The investigation's findings have implications for educational practice, policy, and teacher preparation programs. Recommendations include strategies for recruiting, training, and supporting effective teachers, as well as policies aimed at promoting a culture of continuous improvement in teaching and learning. Overall, the investigation contributes to our understanding of what makes a good teacher and provides valuable insights for improving teaching practices, supporting teacher development, and enhancing student outcomes in education 5. CONCLUSION: In conclusion, the investigation into what makes a good teacher has provided valuable insights into the qualities, practices, and impact of effective teaching. Through a comprehensive methodology involving qualitative and quantitative approaches, the study identified several key findings. Firstly, the investigation highlighted the importance of various qualities such as pedagogical expertise, interpersonal skills, adaptability, passion for teaching, empathy, patience, and effective communication in defining a good teacher. These qualities contribute to creating a supportive learning environment, fostering positive teacher-student relationships, and promoting student engagement and academic success. Secondly, perspectives from both teachers and students were gathered, providing valuable insights into effective teaching practices and their impact on student outcomes. Teachers reflected on their own practices, while students provided feedback on their learning experiences, emphasizing the significant role teachers play in shaping their educational journey. Furthermore, the study revealed correlations between certain teacher qualities and positive student outcomes, highlighting the critical role of effective teaching in promoting student achievement, motivation, engagement, and socio-emotional development. Based on these findings, recommendations were made for teacher professional development programs, educational practice, and policy. These recommendations aim to support teachers in enhancing their skills and effectiveness in the classroom, ultimately improving student learning experiences and outcomes. In summary, the investigation contributes to our understanding of what makes a good teacher and underscores the importance of effective teaching in education. By recognizing and cultivating the qualities and practices associated with effective teaching, educators can better support student learning and development, ultimately fostering success in the classroom and beyond. June 27-29, 2024 / London, UK 270 International BRITISH PROCEEDINGS BOOK Congress on Interdisciplinary Scientific Research & Practices 6. RECOMMENDATIONS: Invest in Ongoing Professional Development: Develop comprehensive professional development programs that focus on enhancing teachers' pedagogical expertise, interpersonal skills, adaptability, and effective communication. Offer workshops, seminars, and mentoring opportunities to help teachers continuously improve their practice. Promote Reflective Practice: Encourage teachers to engage in reflective practice by regularly reflecting on their teaching methods, interactions with students, and student outcomes. Provide structured opportunities for self-assessment, peer observation, and feedback to support ongoing growth and improvement. Foster a Supportive School Culture: Create a supportive school culture that values collaboration, innovation, and continuous improvement. Foster positive relationships among staff members, administrators, and teachers to create a sense of community and shared purpose. Provide resources, time, and support for teachers to collaborate, share best practices, and learn from one another. Prioritize Student-Centered Teaching Approaches: Encourage teachers to adopt student-centered teaching approaches that prioritize individualized instruction, active learning, and student engagement. Provide training and resources on differentiated instruction, inquiry-based learning, and project-based learning to help teachers meet the diverse needs of their students. Emphasize Social-Emotional Learning: Recognize the importance of social-emotional learning (SEL) in promoting student well-being and academic success. Provide training and support for teachers to integrate SEL practices into their teaching, such as fostering positive relationships, teaching emotional regulation skills, and creating a supportive classroom environment. Support Teacher Well-being: Acknowledge the importance of teacher well-being in promoting effective teaching and student outcomes. Implement initiatives to support teacher well-being, such as stress management programs, work-life balance policies, and opportunities for professional growth and advancement. Promote Parent and Community Engagement: Foster partnerships between schools, parents, and the community to support student learning and development. Encourage open communication, collaboration, and involvement in school activities and decision-making processes. Provide resources and support for parents to be active participants in their children's education. Use Data to Inform Instruction: Encourage teachers to use data-driven decision-making processes to inform their instructional practices. Provide training on data analysis, assessment literacy, and using assessment data to differentiate instruction and meet individual student needs. Advocate for Supportive Policies: Advocate for supportive policies at the school, district, and state levels that prioritize teacher professional development, student-centered teaching practices, social-emotional learning, and teacher well-being. Collaborate with policymakers, administrators, and stakeholders to create an enabling environment for effective teaching and student success. By implementing these recommendations, schools and education stakeholders can support teacher effectiveness, enhance student learning outcomes, and create positive learning environments that promote academic achievement and personal growth for all students. 7. REFERENCES: Darling-Hammond, L. (2010). Teacher quality and student achievement: A review of state policy evidence. Education Policy Analysis Archives, 8(1), 1-44. Hattie, J. (2009). Visible learning: A synthesis of over 800 meta-analyses relating to achievement. Routledge. Jennings, P. A., & Greenberg, M. T. (2009). The prosocial classroom: Teacher social and emotional competence in relation to student and classroom outcomes. Review of Educational Research, 79(1), 491-525. Marzano, R. J., Marzano, J. S., & Pickering, D. J. (2010). Classroom management that works: Research-based strategies for every teacher. ASCD. Tschannen-Moran, M., & Woolfolk Hoy, A. (2007). The differential antecedents of self-efficacy beliefs of novice and experienced teachers. Teaching and Teacher Education, 23(6), 944-956. Wubbels, T., & Brekelmans, M. (2005). Two decades of research on teacher-student relationships in class. International Journal of Educational Research, 43(1-2), 6-24. June 27-29, 2024 / London, UK 271 International BRITISH Congress on Interdisciplinary Scientific Research & Practices PROCEEDINGS BOOK Decker, D. M., & Decker, L. D. (2012). Fostering patience in the classroom. Journal of College Science Teaching, 42(3), 22-26. Jennings, P. A., & Greenberg, M. T. (2009). 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