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ERIC Number: EJ767238
Record Type: Journal
Publication Date: 2007
Pages: 2
Abstractor: ERIC
Reference Count: 10
ISBN: N/A
ISSN: ISSN-0009-8655
Teacher Dispositions Affecting Self-Esteem and Student Performance
Helm, Carroll
Clearing House: A Journal of Educational Strategies, Issues and Ideas, v80 n3 p109-110 Jan-Feb 2007
Research supports several factors related to student success. Darling-Hammond (2000) indicated that the quality of teachers, as measured by whether the teachers were fully certified and had a major in their teaching field, was related to student performance. Measures of teacher preparation and certification were the strongest predictors of student achievement in reading and mathematics--both before and after controlling for student poverty and English language proficiency. Proper training and certification, matched with the identification and assessment of proper teacher dispositions, both have a significant impact on student learning. Bridgett Harme and Robert Pianta (2001) found that students with significant behavior problems in their early years are less likely to have problems later in school if their teachers are sensitive to their needs and provide frequent, consistent, and positive feedback. Sanders and Rivers (1996) found that having several effective teachers, in consecutive years, could affect standardized scores by as much as 50 percentile points. Based on this prior research, this author suggests that if a model could be developed to guarantee student success it would include a teacher who: (1) is highly qualified; (2) possesses the proper teaching license for their area; (3) possesses the dispositions of caring and empathy; (4) has a strong work ethic and critical thinking ability; (5) has supportive classroom parents; (6) has an eighteen to one pupil-teacher ratio; and (7) has adequate funding.
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Publication Type: Journal Articles; Opinion Papers; Reports - Descriptive
Education Level: Elementary Secondary Education
Audience: Teachers
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers: N/A