School administrators who recruit teachers domestically and abroad lack an internationally accepted checklist for effective teachers with which to evaluate teacher applicants. This study was conducted to use the elements of a U.S.-based effective teacher checklist survey with a sample of secondary teachers in Guatemala and Japan to describe the relationships between the variables of nation, gender, and years of teaching experience. Social constructivism framed the study. The participants' views regarding a 22-item effective teacher characteristic survey were collected and analyzed with an independent samples "t" test. A polyvocal analysis was used to review the data gathered from the two open-ended questions at the end of the survey. The findings from the survey indicated significant agreement between Guatemalan and Japanese teachers regarding the survey elements of effective teacher characteristics across nation, gender, and years of teaching experience. The polyvocal analysis revealed two major themes--the teacher as professional and the teacher as person. It is recommended that a new survey be developed that will provide a wider group of teachers a means for self-assessment and directors and administrators a culturally relevant assessment tool. The potential positive social change from this study is the ability to record the global responses of practicing teachers' regarding effective teacher characteristics, note the commonalities, and thereby enhance teachers' professional development and assessment at various levels specific to effective teacher characteristics. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]