Universal Journal of Educational Research 5(1): 141-147, 2017 http://www.hrpub.

org
DOI: 10.13189/ujer.2017.050118

What Makes a Good Teacher?

Zagyváné Szűcs Ida

Doctoral School of Pedagogical Sciences, Eszterhazy Karoly University, 3300, Eger, Hungary

Copyright©2017 by authors, all rights reserved. Authors agree that this article remains permanently open access under the
terms of the Creative Commons Attribution License 4.0 International License

Abstract The introduction of the new Teacher Career at our school and compare them to the criteria stated in the
Model, the School Inspectorate and the Complex School new Teacher Career Model and the Assessment Manual of
Assessment imply the basic question “What makes a good the Hungarian Teachers and Schools. Students’ ideas are
teacher?” The scholars have been focusing on the issue for important for us. If we, teachers know our students’ views,
a long period of time. The target of the recent studies is the we can use these informations in our self-assessment and
teachers’, school principals’ and the teacher students’ professional development. On the basis of the scientific
beliefs. The primary and secondary school students’ beliefs literature review we can say the lists of characteristics
have been neglected. This study presents the results of a describing a good teacher can be divided into two groups.
research in which we explore the secondary school One focuses on the teacher’s personality traits. The other
students’ expectations of a good teacher. We carried out an group emphasizes the teachers’ abilities, skills and
anonymous questionnaire survey and asked the students to professional competences. The students’, the parents’, the
write an essay on the good teacher. The results show that teachers’, the teacher students’ or the school principals’
the students assess their teachers in a lot of aspects. The beliefs are different concerning what makes a good teacher.
categories of the questionnaire and the essays reveal certain Furthermore, students’ views vary and were influenced by
personality traits and the eight teaching competences of the their age, self-concept, motivation and social background.
recently introduced Teacher Career Model. The students This suggests that the issue is very complex. We should
would like to have teachers who put a lot of efforts into accept the point of view by Boreczky Ágnes who claims that
helping students with acquisition. Furthermore, personal the roles of the teacher and the expectations of them are
attention, dealing with the students’ problems, fair constantly changing. They are becoming more and more
treatment and showing respect to each other take the differentiated parallel to the changes in society [1]. In this
priority in their beliefs. The results of this study regarded as respect, a good teacher is someone by whom the students’
the starting point of a bigger-scale research can contribute reality transmitted could coincide with the students’
to the development of the graduate and postgraduate teacher background culture.
training system in Hungary.
Keywords Teacher, Personality Traits, Teaching
Competence, Students’ Beliefs, Professional Development
2. Scientific Literature Review
In this part of the essay we are focusing on the scientific
literature describing the ideal teachers. If we go back in time,
we can find lists of characteristics emphasizing the roles of
1. Introduction teachers and the personality traits referring to the ideal
teachers. The earliest research dates back to the 1930’s
The new Teacher Career Model was introduced in conducted in Germany. After interviewing 10000 students,
Hungary in 2011 by the Law of Public Education (Nemzeti the researchers drew the conclusion that the most respected
Köznevelési Törvény). The Model is based on the basic teachers are joyful, patient, friendly, understanding,
teaching competences and gives the criteria of the good objective and fair in assessing students’ achievements. The
teachers at five levels. As the Model represents a new researchers continued collecting the personality traits.
concept of assessing Hungarian teachers, several questions According to a comparative research in the Federal Republic
have been raised: What makes a good teacher? What are the of Germany, optimism, objectivity, patience, confidence,
most reliable aspects of the teachers’ assessment? How can elegant and sportish appearance were considered to be the
we decide whether somebody is a high-quality teacher or not? most important traits. The Polish believed the professional
The purpose of this study is to develop lists of characteristics knowledge, high level of ethics, honesty, confidence,
of good teachers by examining the beliefs of the 11th graders consistency, fairness, self-command and optimism made the
142 What Makes a Good Teacher?

good teacher. The Hungarians claimed that professional moral, artistic attitudes and social responsibility by being
knowledge, general erudition, love for children, conscience, flexible and lively [6].
sense of vocation, meeting high-standards, exemplary Bagdy Emőke described different levels of teachers’ roles.
behavior, sense of pedagogy, optimism, being suggestive The sociological level is the school, the organization where
were essential traits for good teachers [2]. the teacher works and where he contributes to the
Tóth Albert collected the personality traits which make development of the organization. The level of social
successful teachers as leaders. Six-seven-year psychology is the recognition of the dynamics of the staff,
primary-school students wrote a composition with the title the classes and the groups. The third level is the maintenance
“My role model”. Only 10, 2 % (127 children) of the students and development of the teacher-student relationship.
wrote that their role model was their teacher. These students According to Bagdy, the globalized information society
listed the following traits: 1. love for children 2. friendliness gives the prospective of a new teacher type who is dynamic,
3. objectivity, 4. teaching well, wide-scale knowledge 5. dedicated to develop, innovative and helpful, has managerial
being strict, demanding and consistent 6. being joyful 7. view and is able to create trustful atmosphere [7].
being good-looking, elegant. Teachers were interviewed as The results of the former studies have a common
well. In their opinions, being open-minded and honest, love implication. They say that all teachers’ roles and personality
for their job, consistency, being punctual, well-organized traits are changing depending on the socio-economical
were the most important characteristics for a good teacher changes. Mihály Ottó [8] claims that the mobility of the
[3]. teachers’ roles has grown in the last decades. A teacher’s role
A research conducted between teachers and students in has a polistructure: a leader, an information provider, an
1998 revealed that a good teacher is friendly but strict, organizer-manager, a participant, and advisor, a partner and
demanding but understanding, consistent, objective, helper. The structure is changing very quickly.
unprejudiced, direct, patient, respectful, well-educated. He is As for the results of the international literature are
a friend, a master, and has excellent subject knowledge [4]. considered, there is a group of scholars who emphasize the
Boreczky Ágnes classified two types of teachers at the end importance of the personality traits. According to Martin [9],
of the 1980s and at the beginning of 1990s. Both types were an average teacher is obedient, respectful, responsible,
described on the basis of the teachers’ roles and their realistic, down-to-earth and empathic. He is able to work, all
personality traits. One of the types was the old “scholar the rules are clear for him, loves consistency, computability.
teacher” who was the expert of his subject, who had Rushton, Morgan and Richard [10] studied the American
authority, position and who was confident, objective, kept pedagogical elite. The authors describe them as idealists,
the distance and was able to maintain the discipline. The advocates who are proud of their identity. They are energetic,
other type was the teacher with the views of reform enthusiastic, extrovert, optimistic, spontaneous and adaptive.
pedagogy. He was described as nice, patient and friendly. Due to being informed about the results of American
The research conducted in the 1990s confirmed the existence researches, in the 90s, more intention was paid to the
of the two types but some changes were detected such as teachers in Hungary as effective human resource
upgrading professional knowledge and the role of the teacher contributing to the social development. The origins of this
as an expert in his subject. Setting a good example for the kind of interest can be found in US. According to Linda
students remained very important. A new research confirmed Darling-Hammond, an effective teacher makes students
Boreczky’s conclusions that the changes in society brought involved in active learning process via debates, discussions,
about the changes in the roles of the teachers [5]. research, writing essays, assessment, experiments, making
G. Donáth Blanka explored the personality traits models or products in the form of searching for information,
necessary for conducting group work successfully. Her giving information and practice. He or She sets high
studies showed the differences between the samples taken in standards clearly, gives constant feedback on the students’
a closed and in an open group. If the sample covered a large development, plans the learning environment consciously,
number of students of different ages, the results proved to be makes parents involved in their children’s learning process,
surprisingly unified: deep professional knowledge, deep cooperates with his or her colleagues and the staff. All these
interest in the students, sense of understanding and sense of competences must be taken into consideration when it comes
humor made the basic personality traits of the good teachers. to organizing teacher training. These competences make
The results were different in a closed group. In that group, future teachers active experts in their career who will be able
the students’ self-image took the priority and it had a deep to do routines, acquire and use new strategies in situations
impact on their relationship with other people. Successful where old procedures do not work. Teacher training
teacher was thought to be socially positive, consistent, and universities are not able to teach everything to teacher
mature but he was not stiff. He was able to set a good students, therefore their duty is to prepare them for life-long
example for children and find the balance between his learning [11].
communication and activating students in a particular Although some American scholars tried to explore the
situation by being restrictive. In addition, he was able to factors defining good and bad teacher, it turned out that
energize his students to develop the students’ intellectual, general competences, intelligence, subject knowledge, the
 Universal Journal of Educational Research 5(1): 141-147, 2017 143

level of qualification, the length of professional experience students and colleagues, the ability to analyze pedagogical
do not show correspondence with the achievements of the situations and mental health are essential for being a good
students. As the American society has been always teacher. Besides, certain practical skills are important. They
conscious about the accountability in all aspects of life, the are classified in three groups: practical skills of planning,
effectiveness of teachers’ work became the most focused practical skills of the interactive period and practical skills of
issue. It also referred to the education. It was easy to observation, analysis and evaluation [16]. On the footpath of
understand that the personality traits were too complex to Korthagen, Falus combines certain personality traits with
classify teachers on the basis of certain criteria. New skills in his theory and tries to dissolve the contradiction
standards of quality were needed: teaching competences. between the Personality View and the Ability View.
This view can be found in the research conducted by Sági In 2010s, some new theories were emerged as to give a
Matild, who studied how schools can make an effect on more detailed picture of a good teacher. They point out that
students’ achievement. As she extended her attention to the the value added to the student’s achievement by the teacher’s
teachers’ activities, she published results about an effective work does not correlate to the teacher’s qualification, the
teacher in the school principal’s opinion: length of his practice and the number of professional
1. He must develop the students’ personality development courses he had taken. It mostly correlates to
2. He must deal with the students’ personal needs intelligence, subject knowledge and teaching competences.
The personality traits such as being caring, motivated,
3. He must be adaptive in teaching students with different
enthusiastic, cooperation with people in work correlate
needs
significantly to the effectiveness of the teacher as far as the
4. He must be able to refresh his professional knowledge
student’s achievements are concerned. These results have
and skills
made the researchers examine the teacher’s characteristics in
5. His students school results are very good a much broader context which includes the teacher’s
6. He must be able to keep the discipline professional knowledge, skills, intelligence, interpersonal
7. He must be punctual on his lessons relationship with parents, colleagues and the principal and
8. He should solve problems successfully caring attitude towards his students [17].
9. He should be in good terms with his colleagues Sahin and Cokadar’s theory emphasizes the importance of
10. He is willing to take up extra duties with pleasure [12] the teacher’s roles and make a distinction between general
personal, affective roles towards students and professional
In 2000 s, the duality of the theories was regarded as a way
roles [18]. In 2014, Ciascai and Vlad focus on the aspects of
to organize good teachers’ characteristics remained in the
education activity, function in social group and social
work by Beishuizen et al. The authors introduced the notions
responsibility [19]. The function in a social group and taking
of the Personality View and the Ability View [13]. The
social responsibility calls our attention to a new aspect of
Personality View identifies personality components and
good teaching the purpose of which is to maintain good
emphasizes that a good teacher has balanced and mature
student-teacher relationship.
personality with characteristics such as kindness and
After the general review, we should also examine the
enthusiasm. The Ability View focuses on professional
research results focusing on the students’ beliefs concerning
knowledge and defines a good teacher by skills, knowledge
a good teacher. Students’ beliefs are very important because
and experience [14].
Korthagen pointed out that we should avoid commitment they get along with their teachers every day and they can
to either on personality traits or teaching competences. These express their own opinions on good and bad teaching as well.
approaches are oversimplified since a teacher’s personality These opinions can make the teachers understand their
is complex and unique. Korthagen’s Onion Model students’ realities and change their everyday practice.
demonstrates the levels of the personality. The outer layer According to Bullock, different student groups rate the
shows the direct interaction between the environment and importance of certain characteristics in a different way.
behavior. The inner layers reveal more differentiated Personality traits, ability and student-teacher relationship
perspectives. Each perspective gives a different answer to emerge with varying importance. The importance of certain
the question “What makes a good teacher?” The concept characteristics is different depending on age, students’
enables us to take different perspectives into consideration at academic self-concept and motivation, background and
the same time [15]. experiences [20].
Falus Iván says that a teacher needs to have some basic The review of the literature makes us draw the conclusion
personal characteristics: unconditional acceptance, that the question “What makes the good teacher?” is rather
self-acceptance, empathy, full attention to the student, complex. The answer depends on not only the people who
emotional sensitivity, and credibility. Based on the studies are asked but their social background and the time when they
by Sallai Éva, he confirms that communication skills, rich are asked. The teachers’ personality traits, professional skills
choice of behavior, quick recognition of situations, forming are as important as their attempts to maintain good
situations in a constructive way, conflict management, student-teacher relationship. This study focuses on the
non-violence and creativity, cooperation with parents, students’ beliefs on these three aspects.
144 What Makes a Good Teacher?

3. Materials and Methods characteristic was given a column and characteristics which
were repeated were sorted into each column. We repeated
The research recently conducted focuses on the secondary this action until all compositions had been read through. The
school students’ beliefs about good teachers. The goals of data got from the composition provided quantitative data for
the research are: our research. We used the frequency of the characteristics to
1. to find out what makes a good teacher according to the make a rank of importance.
students The study was conducted during class time. Both groups
2. to make the students aware how important it is to assess had 45-45 minutes to do the questionnaire and to write the
their teachers’ quality on a wide basis of criteria composition. Students were told not to include their names.
3. to compare the results with the teaching competences of
the Teacher Career Model and the criteria of the Assessment
Manual of the Hungarian Teachers and Schools. 4. Results
The hypotheses are:
1. The students are aware of the fact that characteristics of The first table shows the categories describing a good
a good teacher can be described on the basis of a great teacher ranked on the first five places. The second table
number of aspects. shows the categories ranked on the last seven places.
2. The students add more aspects to those listed in the Table 1. The most important categories in the questionnaire
questionnaire survey.
rank category mean
3. The aspects formed by the students coincide with
makes the students understand the teaching
teaching competences listed in the Teacher Career 1. 4,59
material
Model.
2. objective 4,50
4. The categories found in the Assessment Manual of the
Hungarian Teachers and Schools [21] coincide with the 3. good-looking 4,18
categories of the student questionnaire survey. pays attention to the students, helps with
4. 3,64
their problems
The sample was not representative. The sample consisted 5. encourages the students 3,59
of two groups of students. A class of grade 11 students (22)
from a prestigious secondary school located in the seat of Table 2. The least important categories in the questionnaire
Heves County filled in a questionnaire. Another class of rank category mean
grade 11 students (21) from the same school wrote a
26. checks the students achievement regularly 3,59
composition.
27. consistent 3,31
The questionnaire was divided into two sections. In the
first one, the students had to rate the importance of 32 28. disciplines the students very often 3,13
categories (personality traits and teacher’s activities) on a 29.
thinks that keeping the school rules is the most
2,68
Likert scale (1=the least important, 5=the most important). important
pays an exceptional attention to the students
The categories were given by us. The format of the 30.
who are very talented
2,54
questionnaire was like: 31. the students play a lot on his lessons 2,50
What makes a good teacher? Rank the following
32. gives a lot of homework 2,27
categories on a scale of importance.
He/ She is objective. 1 2 3 4 5 According to the students, a good teacher makes them
He/ She is consistent. 1 2 3 4 5 understand the teaching material, is good-looking and
This part gave us quantitative data. We calculated the objective, pays attention to the students, helps with their
average of each category and then we made a rank of the problems and encourages them. They do not think that
characteristics. In the second section of the questionnaire, regular checking the students’ achievement, being consistent,
the students had a possibility to form their own ideas about disciplining them, keeping the school rules, dealing with the
an ideal teacher in the form of a written composition. We most talented students, playing on the lessons and giving a
gave the chance to our students to add more aspects of a good lot of homework are important.
teacher. The number of the words was not limited. We In the second section of the questionnaire, there were
analyzed the composition and searched for categories some categories which did not appear in the first section:
describing a good teacher which were not mentioned in the devotion, passion, sharing the teacher’s experiences with the
first section. If the students used the same category given in students, the similarity of the teacher’s and the students’
the first section, we did not count it. beliefs, the teacher’s respectful attitude towards the student’s
Another class of grade 11 students (21) wrote a beliefs, laud and articulate speech, being goodhearted,
composition with the title “What makes a good teacher?” finishing lessons on time, keeping to the point in his
There were no prompts for the students. They could express explanations and being realistic. These categories appeared
their ideas freely. We read through the compositions and only once.
wrote down the characteristics the students mentioned. Each All these categories justify the first hypothesis that the
 Universal Journal of Educational Research 5(1): 141-147, 2017 145

students assess their teachers regarding a lot of aspects. The next step was to compare the categories with those of
However, the categories given in the first section of the the Assessment Manual of the Hungarian Teachers and
questionnaire (32) helped the students in their decisions. The Schools. The fourth table shows the categories of the 2.
second hypothesis has been justified too: the students Supplement of the Manual and the categories evaluated by
mention additional categories for describing a good teacher, the students in the questionnaire. The categories in the
although each new category was mentioned only once by questionnaire contain all 32 categories which we gave to the
different students (10 cathegories-10 students). In the second students.
section of the questionnaire, most of the students repeated Table 4. The assessment manual and the questionnaire categories
the categories from the first section. We can claim that they
were influenced by the aspects given in the first section. Assessment manual Categories in the questionnaire
The second goal of this research was to find out how the he is determined and
categories ranked in the questionnaire cover the professional 1. suggestive on the devotion, passion
requirements stated in the Teacher Career Model. The model lessons
the structure of his the student knows how to prepare for
lists 8 teaching competences:
2. lessons is logically the next lesson, the lessons are full of
1. Professional tasks, disciplinary, subject and content well-constructed varied activities
knowledge. sets high- but achievable standards,
sets high but achievable
2. Planning pedagogical processes and activities, 3.
standards
student knows how to prepare for the
reflective learning next lesson
3. Supporting learning gives a lot of homework, the student
checks the students’
4. knows how to prepare for the next
4. Developing the students’ personality, individual homework regularly
lesson, the teacher is consistent
treatment, integration of students with special needs pays exceptional
pays exceptional attention to talented
and students of socially disadvantaged background 5. attention to talented
students
5. Supporting the development of sense of community, students
respecting social and cultural differences, developing gives extra time to the gives extra time to the slow students
6.
slow students to practice to practice
the class as a community
6. Continuous analysis and assessment of pedagogical 7. - respects the students’ beliefs
processes and the development of students’ personality there is discipline on his
8. keeps discipline, he is consistent
7. Professional communication and cooperation, solving lessons
problems together 9. -
respects students, encourages them,
8. Professional commitment and responsibility for sets a positive example for them
professional development [22]. 10. - he is objective

In the first and the second section of the questionnaire, the declares clear
his expectations are clear, he is
11. expectations before oral
students ranked all together 42 categories. 8 categories consistent
presentation and tests
referred to personality traits. We did not relate them to the always checks and
teaching competences. The remaining 36 categories were the 12. he is always punctual
corrects the tests in time
indicators of the 8 teaching competences. The third table he is helpful on the
13. pays extra attention to slow students
shows the teaching competences ranked by the students lessons
filling in the questionnaire. he is always helpful out pays extra attention to slow and more
14.
of classes talented students
Table 3. The most important competences
The categories of the questionnaire with the exception of
What makes a good teacher? three cover the categories of the Manual. These three
rank competence frequency categories (respects and encourages the students, gives a
positive example to the students and is objective) are not
1. 3. 10
included in the Assessment Manual. The second conclusion
2. 4. 7 is that 3, 4, 6, and 7, competences are the most important in
2. 6. 7 both documents. On the basis of this conclusion, the 4th
3. 7. 5 hypothesis has been justified, such as the categories of the
Assessment Manual with the exception of three categories
All these data justify the 3. hypothesis: the categories coincide with the categories ranked and added by the
mentioned by the students cover all 8 teaching competences. students.
The most preferred competences are: 3. competence When we got to this point in our survey, we had to face
(Supporting learning), 4. competence (Developing the with a dilemma. All the data we got from the questionnaire
students’ personality), 6. competence (Continuous analysis justified our hypotheses, but what if the students were
and assessment of pedagogical processes and the students’ strongly influenced by the questionnaire itself. How could
personal development 7. competence (Professional we get a more objective and reliable picture about the good
communication and devotion, solving problems). teacher? At this point, we decided to ask students of another
class (21 people). We went into the classroom, sorted out
146 What Makes a Good Teacher?

clean sheets of paper and asked the students to write a short 4.

objective in the helps the students to solve their
composition about the good teacher. We did not give them assessment problems
any guidelines for the composition. motivates the
5. encourages students
students
The students (21) mentioned 40 categories in their
compositions. There were 13 personal traits. The remaining 6. strict has a good sense of humor
27 categories were compared to the competences of the is able to keep the
7.
discipline
Teacher Career Model. The categories ranked as the most
important were: 8. prestigious

Table 5. The most important categories in the compositions If we compare the most important categories including
personality traits of the students’ survey questionnaire and
rank category frequency those of the compositions, we can see that supporting
1. supports learning 10 learning, being objective in assessment and being helpful
is objective in assessment were all present in the composition and the questionnaire at
2. 10 one of the first five places. The students named mainly the
motivates the students
3.
maintains the discipline
6
same categories in both cases. Supporting learning (3.
prestigious competence) was the most important category. Professional
4. loves his job 5 communication, Development of the students personality (7.
5. consistent 4
competence), Development of the students’ personality,
individual treatment, integration of students with special
All the 8 teaching competences were implied in the needs and students of socially disadvantaged background (4.
categories mentioned by the students in their compositions. competence) and Professional commitment, responsibility
The sixth table shows the teaching competences on the rank for professional development (8. competence) were also the
of importance. parts of the students’ expectations towards a good teacher.

Table 6. The most important competences in the compositions

What makes a good teacher? 5. Summary

rank competence number After analyzing the results of the questionnaire survey and
1. 3. 7
the written compositions, it is obvious that the students
assess their teachers in different aspects. Three aspects
2. 4. 7 evolving from the scientific literature review such as
2. 7. 5 personality traits, 8 teaching competences and factors
contributing to good teacher-student relationship which have
8. 4 been detected in the survey and the compositions.
3.
6. 4 Supporting learning (3. competence) is the most significant
category. Therefore the students need teachers who put a lot
The most significant competences were supporting of efforts into helping students with acquisition. Furthermore,
learning (3. competence), Developing the students’ personal attention to students and willingness to help them,
personality, individual treatment, integration of students fair treatment, and respect to each other take priority in the
with special needs and students of socially disadvantaged teacher-student relationship.
background (4. competence), Professional communication The basic teaching competences of the Teacher Career
and cooperation, solving problems together, (7. competence), Model and the indicators of the Assessment Manual of the
Professional commitment and responsibility for professional Hungarian Teachers and Schools can be detected in the
development (8. competence), Continuous analysis and results of both the questionnaire survey and in the written
assessment of pedagogical processes and the development of compositions. Hopefully, by filling in the survey and writing
students’ personality (6. competence). the composition, students have become more conscious
about the fact that their assessment is very important for their
teachers. The widespread use of the questionnaire survey or
the written composition could be advisable to make students
prepare for the role of their teacher’s assessors. Both
Table 7. The compositions and the questionnaire
students and their teachers will benefit from it.
composition (1-5.
rank questionnaire (1-5. place)
place)
1. understanding supports learning 6. Conclusions
2. helpful good-looking
Our study has covered approaches towards the criteria of
3. supports learning objective in assessment
the good teachers. The review of the research literature
 Universal Journal of Educational Research 5(1): 141-147, 2017 147

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