An Analysis of the Personality Traits of the Effective Teacher

Witty, Paul A.

doi:10.1080/00220671.1947.10881565

Cited by 44 publications

(10 citation statements)

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“…One of the earliest investigations on ideal instructor personality was a qualitative one, which examined the characteristics of teachers that students believed were the most helpful (Witty, 1947). The analysis of 12,000 letters from students in grades 2Ð12 found 12 categories of helpful qualities.…”

Section: Absolute Preferences For Instructor Personalitymentioning

confidence: 99%

What is students' ideal university instructor personality? An investigation of absolute and relative personality preferences

Kim

MacCann

2016

Personality and Individual Differences

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Section: Absolute Preferences For Instructor Personalitymentioning

confidence: 99%

What is students' ideal university instructor personality? An investigation of absolute and relative personality preferences

Kim

MacCann

2016

Personality and Individual Differences

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“…THIS enquiry originated as an aspect of the work of twenty-one teachers studying part-time for a Diploma in Education. I t arose out of a discussion of the research on teacher characteristics reported by Witty (1947) and commented on by Vernon (1953).…”

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confidence: 99%

Children's Evaluations of the Characteristics of the Good Teacher

Taylor¹

1962

Brit J of Edu Psychol

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Summary. Over 800 children from primary and secondary schools ranked items descriptive of a ‘good’ teacher in four scales. The items of each scale were representative of statements made by children in short essays about ‘A Good Teacher.’ The four scales were so organised as to sample three hypothesized areas of the good teacher's class‐room behaviour: discipline, teaching and personal qualities; and to bring together in the fourth scale these three areas for comparative evaluation. A sample of teachers and training college students also completed the comparative scale. Together with the scales a check‐list of twenty pairs of items was administered to the children. Children from junior schools also completed a scale concerned with the ‘good’ teacher's class‐room organisation. Differences were found between children at different stages of education, between children and teachers, between teachers and students, and within teachers, between graduate and non‐graduate teachers. The reasons for these differences are discussed.

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“…In reporting an analysis of 12,000 letters submitted by pupils thruout the country in the "Quiz Kids" annual radio program contest to award scholarships to the teacher most convincingly described as "The Teacher Who Has Helped Me Most," Witty (78,79) revealed that there was a marked consistency in the traits mentioned. The results showed that "the teacher most admired was usually a well-adjusted individual who is genuinely responsive in human relations."…”

Section: Maintaining Interpersonal Relationships For Effective Learningmentioning

confidence: 92%

Chapter VI: Schools for Adolescents: Instructional Procedures

Alexander¹,

Ersoff²

1954

Review of Educational Research

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FOLLOWING an introductory analysis of the changing concepts of method indicated by the research literature, attention is given in this chapter to four basic aspects of instructional method: (a) organization of the learning situation, (b) maintenance of interpersonal relations for effective learning, (c) guidance of learning experiences, and (d) evaluation of learning. A concluding section summarizes needs for research in instruction. Changing Concepts of MethodUntil one or two decades ago, research dealing with instruction in the high school was largely confined to comparative studies of various "named" methods of teaching such as the project, laboratory, Morrisonian, socialized recitation, or recitation. A considerable number of reviews and bibliographies (3,4,6,22,38,49,53, 69) attest to the frequency of such studies and also to the lack of conclusiveness-indeed, sometimes to the contradictory evidence-regarding the merits of individual methods. The relative infrequency of these comparative studies of named methods in the past decade and the appearance of more studies of particular aspects or factors of teaching method in general, suggest an important change in present conceptions of method. This change has been noted in several recent syntheses of research on methodology.Stiles (69) concluded from his review of the research in this area that certain provisions which might be common to many patterns of teaching are more significant than the pattern itself. He pointed out that patterns designated by the same name in different situations were likely to be far from identical, and that patterns under different names were often similar in outline. Monroe's review (49) of the literature and research regarding teaching-learning theory from 1890 to 1950 noted the trend toward a single "pattern method of teaching." He commented on the recent tendency to define a "method of teaching" as "an ordered enumeration of the teacher's instructional responsibilities" or as "a course of procedure" rather than to continue to identify various methods of teaching, each as "an organization of teaching devices" (51: 177-78). In their review and analysis of methodology, Thelen and Tyler (72) defined methodology as a set of procedures for dealing with problem-solving processes and noted as phases of the methodology of group instruction the usual steps in group problemsolving activities. 54 at NANYANG TECH UNIV LIBRARY on June 15, 2015 http://rer.aera.net Downloaded from

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An Analysis of the Personality Traits of the Effective Teacher

Cited by 44 publications

References 1 publication

What is students' ideal university instructor personality? An investigation of absolute and relative personality preferences

What is students' ideal university instructor personality? An investigation of absolute and relative personality preferences

Children's Evaluations of the Characteristics of the Good Teacher

Chapter VI: Schools for Adolescents: Instructional Procedures

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