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Criteria That Contribute to High Quality Teaching

Criteria That Contribute to High Quality Teaching
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Author(s): John Moran (University of Nevada, USA) and Leping Liu (University of Nevada, USA)
Copyright: 2012
Pages: 15
Source title: Encyclopedia of E-Leadership, Counseling and Training
Source Author(s)/Editor(s): Viktor Wang (Florida Atlantic University, USA)
DOI: 10.4018/978-1-61350-068-2.ch044


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Top-quality teaching fosters high student achievement and high achievers can harness their talents and energies to become successful, contributing citizens. There is confusing and conflicting research on teacher quality and no consensus on objective ways to describe teacher quality. This article describes an approach to the issue as a subjective multivocal synthesis of writings, opinions and comments of many different individuals and groups. The chapter is based on the principal component analysis of a Likert-scale survey instrument which consists of 30 statements adapted from research literature and U.S. states’ Teacher of the Year criteria. The results deliver responses to the question: What are the frequently-cited criteria describing high quality teachers and teaching that can be combined to form named, describable components for high quality teachers and teaching upon which there is a general consensus among students, teachers, parents, and school administrators?

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