Conduct a meta-analysis of researches on the qualities of a good teacher.

(20 points)

The sample consisted of students from two groups. Another class of

th grade (21st grade) at the same school wrote composition. In the
first , students were asked to rate the importance of 32 categories
(personality traits and teacher activity) on the Likert scale (1 =
least important, 5 = most important). The format of the
questionnaire is as follows: What makes a good teacher? In Part 2
of Questionnaire , students had the opportunity to write their own
ideas about the `s ideal teacher.

What Makes a Good Teacher?

We have given our students the opportunity to add other aspects of
a good teacher. We analyzed the composition and looked for
category , which describes good teachers not mentioned in the first
section . If students used the same categories as in the first section,
they were not counted. Another class (21) in grade 11 wrote a
composition titled "What Becomes a Good Teacher".
We read through the composition and wrote down the features
mentioned by the students. The data from the composition
provided quantitative data for in our study.
[1] A. Boreczky, A gyermekkor vá ltozó színterei, In: A. Né meth(ed.), Nevelé s, gyermek, iskola, Eö tvö s Jó zsef
Kö nyvkiadó ,Budapest, 1997. [
2] E. Ballé r, Pedagó gia III. A pedagó gus, Budapest, 1983.
[3] A. Tó th, A pedagó giai vezetés stílusa, Pszicholó gia agyakorlatban, 45, 35-37.Akadé miai Kiadó , Budapest,
1985.
[4] E. Hajdú , A harmadik é vezred első nevelő i lesznek, Ú jPedagó giai Szemle, 51, 9, 25-35, 2001.
[5] A. Boreczky, A gyermekkor vá ltozó színterei, In: A. Né meth(ed.), Nevelé s, gyermek, iskola, Eö tvö s Jó zsef
Kö nyvkiadó ,Budapest, 1997.
[6] B. G. Doná th, A pozitív é s haté kony pedagó gusszemé lyisé gné há ny aspektusa a csoportmunka alapjá n,
Akadé miai Kiadó ,Budapest, 1980.Online available
from:http://mek.oszk.hu/04600/04669/html/balogh_pedpszich0004/balogh_pedpszich0004.html.
Downloaded: 18. 10. 2015.
[7] E. Bagdy, A pedagó gus hivatá s szemé lyisé ge, Kossuth LajosTudomá nyegyetem, Debrecen, 1997.
[8] O. Mihá ly Bevezeté s a nevelé sfilozó fiá ba, Okker Kiadó ,Budapest, 1998.
[9] R. Szebeni, A kompetencia alapú oktatá s pedagó gusszemé lyisé g há ttere, PhD Thesis, Debrecen
University,Debrecen,
After analyzing the results of the questionnaire survey and2010.Online available from:
https://dea.lib.unideb.hu/dea/bitstream/handle/2437/109141/%C3%89rtekez%C3%A9s.pdf?
the written compositions, it is obvioussequence=5&isAllowed=y.
that the students Downloaded: 20. 06.2015.
assess their teachers in [10]different
S. Rushton,aspects.
G. Morgan, Three aspects
M. Richard, Teacher’sMayers-Briggs personality profiles: Identifying
evolving from the scientific literature
effectiveteacher reviewtraits,
personality suchTeaching
as andOur study
Teacher has covered
Education,23 (4), 432-approaches
441, 2007. towards the
criteria of
personality traits, 8 teaching competences and factors the good teachers. The review of the research literature
contributing to good teacher-student relationship which proved to give a wide view of different approaches
havebeen detected in the survey and the compositions. emphasizing either personality traits or teaching
Supporting learning (3. competence) is the most
significantcategory. Therefore the students need teachers competences. The topic is relevant and requires public
who put a lot of efforts into helping students with interest. The former studies focused on teachers’, school
acquisition. Furthermore, personal attention to students principals’, and teacher students’ beliefs. The students’
and willingness to help them, fair treatment, and respect to beliefs have not been given so much scientific interest.
each other take priority in the teacher-student relationship. Our study concentrates on the students’ beliefs about the
The basic teaching competences of the Teacher Career good teacher. Although it is not representative, and we
Model and the indicators of the Assessment Manual of the should admit that the type of the school, social factors
Hungarian Teachers and Schools can be detected in the and the age of the student can modify the results, it can
results of both the questionnaire survey and in the written be the starting point of a thinking process. It will be
compositions. Hopefully, by filling in the survey and writing worthy carrying out a bigger-scale research and using the
the composition, students have become more conscious
about the fact that their assessment is very important for
results in the long-term process of rethinking the
their teachers. The widespread use of the questionnaire graduate and postgraduate teacher training system
survey or the written composition could be advisable to
make students prepare for the role of their teacher’s
assessors. Both students and their teachers will benefit from
it