Teacher characteristics and teacher performance

McNergney, Robert F.; Satterstrom, Lyn

doi:10.1016/0361-476x(84)90004-3

Cited by 8 publications

(4 citation statements)

References 7 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…As with teacher personality, this first set of studies on teacher education focuses on student teachers (unless otherwise indicated). McNergney and Satterstrom (1984) found no relationship between student-teacher evaluations and scholastic aptitude, cognitive ability, or interpersonal maturity. Lucas and Schmitz (1991), in apparent contrast, found a significant relationship between student-teacher evaluations and both the cumulative GPA and scores on the English portion of a college basic academic subject exam.…”

Section: Teacher Educationmentioning

confidence: 65%

“…First, there is a lack of consistency across studies regarding the evaluation rubric. For example, McNergney and Satterstrom (1984) used data from an evaluation designed to measure the student teacher's quality of expression, teaching procedures, classroom atmosphere, control, organization/planning, resourcefulness, initiative, and cooperation. In contrast, the evaluation considered in Lucas and Schmitz (1991) focuses on instructional technique, classroom management, and communication.…”

Section: Effectiveness Measures In Teachingmentioning

confidence: 99%

“…Most noteworthy is Hill (1968), who found, consistent with the discussed research, that successful teachers are more likely to demonstrate conscientiousness and control. Other studies of personality using different measures include Lucas and Schmitz (1991), McNergney and Satterstrom (1984), Manning and Payne (1984), and Veldman and Kelley (1965).…”

Section: Conclusion and Implications For Future Researchmentioning

confidence: 99%

See 2 more Smart Citations

Models and Predictors of Teacher Effectiveness: A Comparison of Research About Teaching and Other Occupations

Harris¹,

Rutledge²

2010

Teachers College Record: The Voice of Scholarship in Education

View full text Add to dashboard Cite

Background/Context A half-century ago, scholars of teaching observed that there was a disconnect between theory and evidence. This problem remains. Although there is great deal of scholarly activity about teacher effectiveness and quality, discussion of theory is largely separate from empirical evidence. In addition, research on teaching is based on an implicit assumption that teaching is unique, suggesting further that lessons cannot be learned from other occupations and professions. Purpose/Objective/Research Question/Focus of Study The theory-evidence disconnect, and relationship with other occupations, is addressed by comparing and contrasting research on teachers with research on other occupations. Research Design The article synthesizes and analyses past discussions of the nature of teaching and empirical analysis of the predictors of teacher effectiveness. A similar review is provided for other occupations, and the two bodies of research are analyzed together. Conclusions/Recommendations First, four models of teaching are identified—labor, profession, craft, and art—each with its own (often implicit) objectives and theories about how learning takes place. However, the age-old theory-evidence disconnect remains because empirical analyses still almost never mention theory, and vice versa. This problem is much less pronounced in research on other occupations and professions in which theory and empirical analysis are appropriately intertwined. Although disconnect in teacher research is partly due to disagreement about the objectives and nature of teaching, and there is greater agreement on these grounds in other occupations, it is shown that clear theories and models of teacher effectiveness can be developed and tested for each of the four models of teaching. Second, there is considerable similarity between the teacher characteristics that predict teacher effectiveness and those predicting worker effectiveness in similarly complex occupations and professions. Specifically, cognitive ability and experience predict effectiveness for both groups, whereas personality and education are not predictive. These specific findings are informative for developing specific models of effectiveness. More generally, the similarity across teaching and other complex occupations suggests that teaching, although different, is not completely unique and that lessons can be learned from research that extend beyond teaching.

show abstract

Section: Teacher Educationmentioning

confidence: 65%

Section: Effectiveness Measures In Teachingmentioning

confidence: 99%

Section: Conclusion and Implications For Future Researchmentioning

confidence: 99%

See 1 more Smart Citation

Models and Predictors of Teacher Effectiveness: A Comparison of Research About Teaching and Other Occupations

Harris¹,

Rutledge²

2010

Teachers College Record: The Voice of Scholarship in Education

View full text Add to dashboard Cite

show abstract

“…Further, it was found that there was a positive correlation between these groups and moral reasoning as measured by the Defining Issues Test. McNergney and Satterstrom (1984) examined the relationship between seven personal characteristics and teacher performance. They found a modest correlation between ego strength and teaching performance and found no relationship with the other variables, including moral reasoning.…”

Section: Education/special Education and Moralitymentioning

confidence: 99%

Perceptions of moral agency among some preschool special needs teachers

Pavlovic¹

View full text Add to dashboard Cite

For more than 30 years, research on moral development has been dominated by the work of Lawrence Kohlberg and James Rest who have sought to construct and validate a universal model of moral development. The administration of either the Moral Judgment Inventory (MJI) or the Defining Issues Test (DIT) has been the primary, and frequently the only, methodology used to examine the moral reasoning abilities of various professions. Based on these tests, teachers have shown a disturbingly low level of moral reasoning. Using Rest's Four Component Model of moral deliberation, the study was designed to test the hypothesis that teachers' low mean scores on the MJI and the DIT do not give an accurate picture of their moral development. A Delphi study was conducted to develop a broad picture of the moral experience and moral perceptions of preschool special needs teachers as a group. This was followed by two interviews each of four preschool special needs teachers to gain an in depth picture of their individual perceptions of moral agency. It was found that these teachers face a wide range of moral challenges. They use very little moral language in discussing those challenges, and feel isolated with few options for advice or assistance. The participants showed a marked preference for reasoning about dilemmas based on the outcomes of various options available to them. While there was no evidence that their reasoning corresponds to any of Kohlberg's stages, there was slight evidence of a moral stance similar to an ethic of care. This suggests that, rather than showing poor moral reasoning abilities, teachers may reason in a manner that is not encompassed by Kohlberg's stage theory. It was also found that Rest's Four Component model does not adequately reflect the processes of deliberation used by these preschool special needs teachers.

show abstract

Self-Talk of Student Teachers and Resulting Relationships

Payne

Manning

1991

The Journal of Educational Research

View full text Add to dashboard Cite

Teacher characteristics and teacher performance

Cited by 8 publications

References 7 publications

Models and Predictors of Teacher Effectiveness: A Comparison of Research About Teaching and Other Occupations

Models and Predictors of Teacher Effectiveness: A Comparison of Research About Teaching and Other Occupations

Perceptions of moral agency among some preschool special needs teachers

Self-Talk of Student Teachers and Resulting Relationships

Contact Info

Product

Resources

About