Student Perceptions of a Good Teacher: A Comparative Study of Finland and Singapore

Author Information

Shermin Chee, Temasek Junior College, Singapore
Kati Keski-Mäenpää, University of Jyväskylä, Finland
Martikainen Piia, Torkinmäki School, Kokkola, Finland

Abstract

While teaching quality is often treated as a universal construct, student perspectives reveal nuanced and context-specific understandings shaped by national, cultural, and demographic factors. Recognising these differences is essential for aligning pedagogical practices with learner expectations. In this study, we examined students’ perceptions of good teaching in Finland and Singapore and conducted a qualitative comparative analysis of 80 open-ended essays written by 16-year-old students: 40 from students in the Integrated Programme at a Singapore junior college and 40 from one Finnish secondary school. Through thematic analysis, we identified recurring traits and values that students associate with good teaching. Analysis of the Singaporean data indicated that sincerity, passion and enthusiasm emerged as the top trait students seek in a good teacher (n = 16). Finnish students emphasised a teacher’s compassionate kind and cheerful attitude (n = 34), and attentiveness to student voices and opinions (n = 12). The findings revealed contrasting cultural orientations in how students perceive effective teaching. Singaporean students tended to highlight traits that reflect care, dedication and competence, suggesting a view of the teacher as a committed and nurturing professional. Finnish students, however, emphasised interpersonal dynamics and emotional presence, pointing to a more egalitarian and relational understanding of the teacher’s role. The findings challenge universalist assumptions about teaching excellence and underscore how educational values and societal norms shape students’ expectations of pedagogical excellence. By foregrounding student perspectives, this research contributes to a more inclusive and context-sensitive understanding of quality teaching.

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