Positive Teacher Attributes through the Eyes of the Learner: In Japan and a Wider Asian Context


Positive teacher influences can contribute to learner knowledge, skill acquisition, and a positive learning environment (Jahangiri & Mucciolo, 2016). In a pilot study the researchers found that in education levels ranging from elementary school to university, high school teachers and private instructors/tutors were the most selected categories, with English being the most common subject. Learners most notably perceived good teachers to be friendly, knowledgeable, empathetic, and humorous. Also, respect for the teacher/student relationship dynamic and a teacher’s sternness were important underlying themes. The current study provides a year-long cross-sectional analysis of over one hundred and forty Japanese undergraduate students’ perceptions of good teacher attributes using a mixed methods design. The researchers will discuss the attributes selected by the learners and the contexts in which these individuals formed favorable perceptions as evidenced through their reflective written narratives. Additionally, the variable of gender is introduced and examined in the current research. The findings are then compared against other contemporary Asian-based studies (Al-Mahrooqi, Denman, Al-Siyabi, & Al-Maamari, 2015; Wichadee, 2010) relevant to this field. Al-Mahrooqi, R., Denman, C., Al-Siyabi, J., & Al-Maamari, F. (2015). Characteristics of a good ELF teacher: Omani EFL teacher and student perspectives. Sage Open, 1-15. Jahangiri, L. & Mucciolo, T. W. (2016). Characteristics of effective classroom teachers as identified by students and professionals: A qualitative study. Journal of Dental Education, 72(4), 484-493. Wichadee, S. (2010). Defining the effective English language teacher: Students’ and teachers’ perspectives. In A. M. Stoke (Ed.), JALT2009 Conference Proceedings. Tokyo: JALT. 27-35.

Author Information
Andrew Leichsenring, Tamagawa University, Japan

Paper Information
Conference: ACEID2017
Stream: Professional Concerns, Training and Development

This paper is part of the ACEID2017 Conference Proceedings (View)
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Posted by James Alexander Gordon