PJER, Vol 5, Issue 4 (2022) Qualities of a …

QUALITIES OF A GOOD TEACHER:

FROM STUDENTS' PERSPECTIVES
Mehwish Mursaleen
Assistant Professor
Department of Psychology, University of Karachi,
Sindh, Pakistan
Email: [email protected]

Shehzeen Sohail
M.Phil. Scholar,
Department of Psychology, University of Karachi,
Sindh, Pakistan
Email: [email protected]

Shazia Jabeen
Chairperson,
Department of Psychology, Jinnah University for Women,
Sindh Pakistan
Email: [email protected]
------------------------------------------------------------

ABSTRACT
Present study aimed to explore qualities of a good teacher from student perspective.
128 students (64 males and 64 females) were selected through cluster sampling
technique representing all the departments located in the faculty of Arts and Social
sciences, University of Karachi. The mixed method including both quantitative and
qualitative research designs was implied. For qualitative data collection, three open-
ended questions were formulated and for quantitative analysis, a survey questionnaire
on the qualities of a good teacher developed by Clement and Roland (2020) was
used. Thematic analysis was conducted based on three questions that revealed major
themes and subthemes 1). What are the qualities of a good teacher? (Work-related
positive qualities, personality-related positive qualities, and acceptance of diversity)
2). What are some negative qualities of the teacher? (Work-related negative qualities,
personality-related negative qualities, and harassment) 3). What are your views about
the student-teacher relationship? (Nature of teacher-student relationship, professional
relation, and role of relationship). The percentages obtained through a survey
questionnaire are discussed in reference to the qualitative analysis. Findings will help
the development of teacher training programs. Teachers can improve their teaching
styles and teacher trainers may focus on grooming skills among teachers to promote
a better educational system.

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KEYWORDS
Qualities, teacher, qualitative analysis, quantitative analysis, students' perspective

INTRODUCTION
Teachers play a very crucial role in everyone’s life. They have a great impact on one's
life as after parents they are significant role models. Teachers are responsible for the
educational process. The educational system can’t be run without facilitators and
teachers (Rao & Kumar, 2004). Every teacher has unique teaching styles and
philosophies but only a few characteristics of a teacher make them a good teacher in
the eyes of students. Due to advancements in technology, the way of teaching has
changed globally; some teachers adapted it very smartly while some are in chaos. A
teacher reveals the past, shows the present, and builds the future of a student. Teachers
have the utmost potential to impact children's education. Good and effective teaching
is needed to promote a healthy teaching environment. Teaching effectiveness is a term
that describes a teacher who has different characteristics, competencies, and
performances at all instructive levels that enable students to reach preferred outcomes
(Hunt, 2009).

Teaching requires competence and essential educational skills to understand that all
students have individual differences, different learning styles, different ways of
adapting, and possess various personality types. Teachers with good effectiveness
usually give value to their teaching styles, value teaching quality, follow the best
teaching practices, and enhance students’ learning. According to research, a quality
teacher and teaching quality is the most essential part of student learning (Liu, Liu,
Stronge, & Xu, 2016; Chetty, Friedman, & Rockoff. 2013). Due to teachers' great
impact on students, this profession is highly complex, and it is crucial to understand
the complexity of the profession. Students’ perspective on the quality of a good teacher
is very important to know, what characteristics they believe are important for teachers
to possess, and how we can improve the educational system. During the hiring process,
it is considered that teachers should have strong teaching skills (e.g., establishing a
positive classroom climate) and subject matter knowledge (Ingle, Rutledge, & Bishop,
2011). Good teachers are competent and experienced. They reflect on their practice
and experiences which make them great teachers and ideal candidates in the
educational system (Bernard, 2015). One of the studies was conducted on secondary
school students in which they were asked to write an essay on a good teacher and an
anonymous survey questionnaire was used. Results revealed several personality traits
and eight teaching competencies. Students want their teacher to be helpful, give
personal attention, deal with the student’s problems, treat students fairly, and show
respect to everyone’s beliefs (Ida, 2017).

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LITERATURE REVIEW
One of the studies was conducted on 18 teachers who registered themselves in an
introductory class at Land Grant University. Data was collected through semi-
structured interviews on what is a good teaching style. The results revealed that good
teaching is one which is adaptable, creative, student-centered, relevant, adaptable, and
challenging. And good teachers are mentors, create personal relationships with their
students, are enthusiastic, respect their students, and are experts in their subject
(Ruzgar, 2021). Educational researchers have developed lists of characteristics
describing a “good teacher”, which is also referred to as an “ideal teacher” (Arnon &
Reichel, 2007). In line with these lists, an “ideal teacher” can be defined by qualities
that create a general prototype applicable to any teacher, and to which any teacher can
aspire. These lists relate to teacher personalities, behaviors, abilities, and relational
skills, and are oftentimes extensive and complex (Arnon & Reichel, 2007). Good
teachers have humor in the way they deliver which makes a fun environment for the
students (Mullock, 2003; Leibowitz, Schalkwyk, Ruiters, Farmer, & Adendorff, 2012).
Research was done on Israeli students. According to them, a good teacher should have
sound knowledge of the subject and should be able to deliver good teaching methods
whereas the relationship between instructor and student is unimportant (Arnon &
Reichel, 2007). Another research was conducted on Yemen and Saudi students. The
data was collected from 90 students by asking open-ended questions. The most
prominent qualities that both Yemen and Saudi students think about were kind
tempered, helping, encouraging, respectful, relaxed, loving, and caring. There were
some dissimilarities between Yemen and Saudi samples. The Saudis, for instance,
wanted an instructor to give easy tests and assignments and to give them a chance to
communicate with their teacher (Al-Maqtri & Ahmad, 2013).

Moreno (2009) emphasized that effective teachers have the skills to motivate students
to reach their fullest potential in learning through their professional and personal skills.
As reported by Singh et al., (2013) knowledge of the subject, enthusiasm, and
communication skills are the most admirable features of a good teacher. There was no
disparity of viewpoints based on cultural background, gender or disciplines like
medicine and dentistry. Walker (2008) stated twelve major qualities of a good teacher.
These traits are prepared, positive, holds high expectations, creative, fair, displays a
personal touch, cultivates a sense of belongingness and compassion, has a sense of
humor, respects students, forgives and accepts mistakes.

RESEARCH OBJECTIVES
1. Teaching is a complex and challenging profession, and the role of a teacher is critical
in shaping the future of students. A good teacher can inspire and
motivate students, foster a love of learning, and help students to reach their full
potential. However, what constitutes a good teacher is a complex and contested issue.

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The present study therefore aims to explore this phenomenon.

2. Most of the studies on teacher characteristics have been conducted in different
countries and it’s now clear that people in different countries perceive the qualities of
a good teacher differently. Another main reason to conduct this research in Karachi
Pakistan was to fill the gaps in literature on thinking pattern of Pakistani university
students.
3. Hence, the major aim of the research was to investigate Karachi University student’s
perspective on what makes an educator a good teacher as the novel insights on the
topic will help teachers in making student-teacher relationships more effective.

RESEARCH QUESTIONS
1. According to students, what are the qualities of a good teacher?
2. According to students, what are some negative qualities of the teacher?
3. What are the students’ viewpoint about the student-teacher relationship?

RESEARCH METHODOLOGY
Sample
Cluster sampling technique was used to select a sample from all 16 departments of the
faculty of arts and social sciences at the University of Karachi. From each department
in total 8 participants were taken, that is a male and a female participant from each BS
first, second, third, and fourth year respectively. Hence, the sample consisted of 128
Karachi University students.

Measures
Demographic Form
The participants were asked to fill out a demographic form including the participant’s
age, gender, department, and year of study.

Survey Questionnaire
A survey questionnaire on the qualities of a good teacher developed by Clement and
Roland (2020) was used for quantitative analysis. This is a 15-item questionnaire with
a 5-point Likert scale ranging from strongly agree, agree, strongly disagree, disagree,
and lastly no comments. For each item, the percentages of responses were calculated
showing the percentage of participants agreeing, disagreeing, or giving no comments.

Procedure
This study used a mixed method approach including a qualitative methodology which
involved conducting interviews with a sample of students to gather their perceptions
and experiences of what makes a good teacher along with a quantitative methodology
which involved rating their views about a good teacher on a questionnaire. A sample
of 128 students, including 64 males and 64 females having an age range of 18-28 years

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were approached from 16 departments located at the faculty of arts and social science
University of Karachi. 8 students were selected from each department (4 male and 4
female) representing all BS 4-year batches. Participants were asked to participate
voluntarily in the study and those who agreed were then given informed consent to
sign. They were allowed to ask if they didn’t understand something or if they had some
questions. Participants filled in demographic information forms and the interview was
conducted using open-ended questions, which allowed students to express in writing
their perceptions and experiences. After the participants responded to all three
questions, they were provided with a survey questionnaire to rate their views. It was
cross-checked and if there was any unfilled question, they were requested to fill that
in.

DATA ANALYSIS
Participants' responses were analyzed using thematic analysis, which was used to
identify the key themes and patterns in the data. To conduct thematic analysis, six steps
were followed: familiarization with data, coding, generating the initial themes,
reviewing themes, identifying, and naming the theme, and inscription. The overall
approach used is Decontextualization, Re contextualization, categorization, and
compilation. For each question, the highest percentage or most frequently occurring
responses in the sample were categorized as themes while related responses were
categorized as sub-themes.

Furthermore, quantitative analysis was done through participants responses on a

survey questionnaire. For each item, the percentages of responses on 5-point Likert
scale were calculated which showed percent of respondents agreeing, disagreeing, or
expressing no comments on the quality of the teachers.

DATA ANALYSIS & DISCUSSION

Qualitative Results
Thematic analysis of three questions revealed multiple themes and subthemes of the
study that are summarized in Table-1 and are illustrated in this section. The first
question on qualities of a good teacher revealed that students most frequently reported
work-related and personality related qualities which are as follows:

Work-related qualities
Professionalism
Students believed that a good teacher possesses the quality of professionalism which
they describe as a teacher having a professional look, competence, and loyalty to
profession; is good at class management and provides disciplinary feedback to
students.

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Communication Skills
Students believed that a good teacher must understand the student's perspective, be
good at listening, possess effective communication and interactive skills.

Punctuality
Students believed that a good teacher is punctual and is mindful of disciplinary
procedures.

Personality-related qualities
Positive Traits
Students attributed positive qualities to a good teacher including humbleness,
cooperation, sincerity, politeness, and patience. They believed a good teacher treats all
students equally, is a problem solver, and helps students.

Acceptance of diversity
An interesting and innovative theme students related to a good teacher was acceptance
of diversity. This term as described by students relates such qualities to a good teacher
as versatility and morality. In their view a good teacher keeps a positive attitude
towards students regardless of their cultural, linguistic, or ethnic backgrounds and
promotes professional development among students.

Responses from the second question revealed negative characteristics of teachers

which are categorized under following themes and sub-themes:

Work-related qualities
Non-Professionalism
Students describe an unprofessional teacher who lacks professional attire, is
incompetent, not good at communication skills, is not punctual, doesn’t cooperate with
students, exhibits favoritism and biasness, doesn’t guide students, criticizes them, and
misuses power.

Personality-related qualities
Negative Traits
In students’ view, a teacher may possess some negative characteristics which distort
their perception as a good teacher. Students mainly attributed such characteristics to
teachers’ personalities. In their view, rudeness, rigidity, narrow mindedness,
carelessness, and poor judgment are the features they don’t favor in teachers. They
also don't like teachers who keep a negative attitude towards students.

Harassment
A few relevant themes to non-professionalism were extracted under this sub theme

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such as teachers who are biased, criticizing, and misuse their powers are seen by
students as non-professional and harassing.

Participants' responses on the third question related to teacher-student relationship

revealed following themes and sub-themes:

Nature of teacher-student relationship

Students see the nature of teacher-student relationship to be pure, helpful, satisfying,
and flexible. They see a good teacher-student relationship to be beneficial for students
and grounded on a knowledge base.

Professional relationship
They view teacher-student relationships to be professional in a sense that students get
motivation from teachers for their studies, get an appropriate learning base, and learn
how to solve problems in academic settings.

Role of relationship
Students described a teacher-student relationship as friendly and caring like a parent.
They see a good teacher who is most often standing on the listening and understanding
side of a relationship. They believe that teachers must be humble and cooperative in
their relationship with students. Good teachers provide proper guidance, develop
students' problem-solving skills, and foster a strong learning base. Students further
affirm that good teachers must know their original place and role in the relationship.

Table 1: Table showing summary of themes and sub-themes extracted through

thematic analysis.
Qualities of a good teacher

Work-related Personality Acceptance of

qualities related qualities diversity

Professionalism Positive Traits Accepting

Professional look, Humble, Diversity
Competence, Cooperative, Versatile,
Loyal to profession, Compensates, Moral,
Class management, Sincere, Positive attitude
Disciplinary Polite, towards,
Feedback. Patient, Diversity,
Communication Equally treats Fostering
skills students, professional
Understanding Problem solver, Development.

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student Helping students.

perspective,
Good listening,
Effective
communication,
Interactive skills.
Punctuality
Punctual,
Disciplinary.

Negatives qualities of a teacher

Work-related Personality Harassment

qualities related qualities

Non- Negative Traits Harassing

Professionalism Rude, Biased,
Unprofessional Rigidity, Criticizing,
attire, Narrow minded, Misuses power
Incompetent, Careless,
Lacks Poor judgment
communication Negative attitude.
skills, Lacks
punctuality,
Lacks cooperation,
Favoritism,
Biased,
No guidance,
Criticism,
Misuse of power.

Teacher-student relationship

Nature of Professional Role of

relationship relation relationship

Pure, Motivates, Friendly,

Helping, Builds learning Caring,
Satisfying, base, Understanding,
Flexible, Problem solving. Humble,
Beneficial, Cooperation,

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Knowledge base. Proper guidance,

Skill
development,
Fosters learning,
Know their
original place.

Quantitative Results:
Table 2: Table showing percentages of the participant’s responses on the
questionnaire.
Item Stron Agree Stro Disag No
gly ngly ree comme
agree disag nts
ree
A teacher needs to be polite and 56.9 42.3 0 0.76 0
courteous.
I expect my teacher to look 46.9 46.9 1.5 2.3 2.3
professional.
Patience is one of the most important 58.4 32.3 3.0 3.8 2.3
qualities of a teacher.
He/she must be confident in 73.07 25.3 0 0 1.5
delivering lectures.
Partiality is the negative quality of a 30.7 43.07 8.4 6.9 10.7
teacher.
Teachers’ words are powerful; they 61.5 29.02 3.0 3.0 3.0
can either build or destroy my morale.

He/she must be able to control the 50 48.4 0.76 0 0.76

class.
Teachers must be compassionate. 51.5 43.07 0 2.3 3.0
I am motivated by teachers ‘positive 61.5 34.6 0 0.76 3.0
feedback.
Teachers must come prepared for the 55.3 38.4 0 2.3 3.8
class.
Teachers must possess good 66.9 33.07 0 0 0
communication skills.
Sense of humor is not necessary for a 6.1 20.7 24.6 39.2 9.2
teacher.
Teachers must be interactive during 46.1 42.3 2.3 4.6 4.6
class.
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Teachers must share new information 60 38.4 0 0 1.5

with us.
I respect teachers with sound subject 54.6 40 0 0 5.3
knowledge.

Figure 1: Figure shows the Percentage of Students’ Responses on Qualities of a

Good Teacher

Students Response on Qualities of a Good Teacher

80
70
60
50
40
30
20
10
0

Strongly agree Agree Strongly disagree Disagree No comments

Major themes identified through qualitative analysis which coincide with the
quantitative analysis through a survey questionnaire have been further discussed in
detail.

DISCUSSION
The objective of the study was to explore the characteristics of a good teacher from a
student's perspective. Three questions were generated to collect qualitative data from
the participants. The first question was related to the good qualities of a teacher, the
second was related to negative qualities and the third was based on the student-teacher
relationship. A questionnaire comprising 15 items on the qualities of good teachers
was used for quantitative data collection.

The first qualitative question was “According to you what are the qualities of a good
teacher?” The first major theme included ability/work-related qualities. A sub-theme
under this category included professionalism (professional attire, being competent and

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loyal to profession, managing the classroom environment, and providing feedback to

students). This sub-theme has been supported by the survey responses stating that
teachers should be confident while delivering lectures. 73% of the participants showed
strong agreement while 25% showed agreement on it suggesting that 95% of the
students believed in the stated quality. Further, teachers should be able to control class
was affirmed by 98% of the participants. 93% of students strongly agreed/agreed that
teachers must come prepared to the class. 92 % of students admitted that they expect
teachers to look professional. Similarly, 98% of students believed that teachers should
share new information with them, 95 % concurred that they respect teachers with sound
knowledge, and 96% of the student’s showed motivation based on teachers' positive
feedback. In line with the study findings, Bernard (2015) affirmed that a good teacher
has deep content knowledge and excellent verbal skills. Highly effective teachers are
well-prepared before coming to class. They have lesson design and plan well-
structured daily lessons, have effective time management skills, and excellent
classroom management skills, and should be aware of students’ needs. According to
Zhang and Watkins (2007), a teacher should be innovative and must have command
of the subject and have appropriate teaching methods with skills. Bullock (2015)
mentioned basic characteristics of good teachers including knowledge of the material,
decision-making, applying new findings in education, and good teaching ability.
Shulman (1987) stated that teachers must have a good understanding of the concepts
they teach and must be skilled in assessing their students. Further research shows that
a good teacher keeps instructions clear (Beishuizen, Hof, van pm Putten,
Bouwmeester, & Asscher, 2001; Murphy, Delli, & Edwards, 2004). According to Zhu
et al. (2013), successful teachers are typically life-long learners and are continually
familiarizing themselves with new technologies that can enhance their lessons. A
research review conducted in Nigeria showed that teachers' way of delivery, classroom
environment, motivation, and personal qualities are components on which teachers'
effectiveness is measured (Aina, Olanipekun, & Garuba, 2015). Multiple studies
support the findings on teacher characteristics that students believe are important
including teacher's ability to create a positive learning environment, to effectively
communicate with students, to provide clear and concise instructions, and to be
approachable and supportive (Darling-Hammond, 2017; Ingersoll, Strong, & Lehr,
2017; Pekrun, Elliot, & Maier, 2009).

A second sub-theme extracted from work-related qualities was good communication

which included qualities of understanding a student's perspective, being a good
listener, effective communication, and interaction with students. The findings were
further affirmed through qualitative analysis as the survey findings showed 97%
agreement of students stating that teachers should possess good communication skills,
88% affirmed that teachers should be interactive during class, and 91% believed
teacher’s words to be so powerful that either it can boost or shatter students’

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confidence. Shulman (1987) underpins good communication skills as one of the

qualities of a good teacher. Singh (2013) stated that communication skills are the most
enviable feature of a teacher and Bullock (2015) referred communication ability as the
most crucial among other qualities. Zhu and associates (2013) also affirmed that
effective teachers demonstrate emotional competency, such as being empathetic and
understanding and are therefore in tune with their student’s needs, moods, and
circumstances.

Another sub-theme extracted from work-related qualities was punctuality. Students

believed a good teacher to be punctual and maintain disciplinary affairs. Butakor and
Boatey (2018) studied teachers' punctuality and regularity playing an important role in
students' attendance patterns. The study explored 200 students' views through a survey
method. Findings suggested that disciplinary supervision on teachers’ attendance was
found to be effective for students’ punctuality and enhanced academic performance.

A second major theme extracted from the first open-ended question on qualities of a
good teacher was found to be personality-related qualities. Sub-themes categorized
under this are personality traits of being polite, humble, helping, patient, cooperative,
sincere, problem solver, and providing equal treatment to all students. Findings are
consistent with the survey responses such as 99% students believed that teachers
should be courteous and polite, 92 % attributed patience, and 95 % believed
compassion to be the quality of a good teacher. One of the survey items stated that a
sense of humor is not necessary for a teacher. 65% of the students disagreed, only 26%
agreed on it and 9.2% preferred not to comment. The findings of other studies affirm
that teenage students appreciate teachers who have a good sense of humor, and are
tolerant and friendly (Lupascu, Panisorara, & Panisorara, 2014). Previous findings also
affirm personality traits of maturity, friendliness, humbleness, helping, positive
attitude (Beishuizen et al., 2001), patient, humorous (Cortazzi & Jin, 1996), problem-
solving and cooperation (Bullock, 2015). Other studies indicate that good teachers are
identified as kind, friendly, helpful, patient (Aksoy, 1998; Arnon & Reichel, 2007),
innovative, honest (Zhang & Watkins, 2007), compassionate, understanding, and
tolerant (Tickle, 1999). Brosh (1996), stated that teachers should treat their students
equally with all patience and care.

Another theme extracted from qualities of a good teacher is acceptance of diversity.

Students report that teachers are more likable if they hold a positive attitude towards
students regardless of their culture, language, or ethnicity. Further sub-themes relating
to this concept were found to be versatility, morality, and fostering professional
development in their students. Beishuizen et al., (2001) also assert that a good teacher
accepts diversity. According to Zhu and colleagues (2013), a successful teacher should
have a proper understanding of the social and cultural contexts of their students and

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schools they teach in.

The second qualitative question of the current study was “In your opinion, what are
some negative qualities of the teacher?". Major themes extracted from this question
were work-related qualities (non-professionalism), personality related qualities
(negative traits), and harassment (Biasness, Criticism, misuse of power). Teachers’
non-professionalism was viewed by the students as lacking professional get-up,
incompetence, lacking communication skills, non-punctual, and uncooperative.
Further, they dislike teachers who display favoritism and biasness, don't provide proper
guidance, criticize their students, and misuse their power. Negative personality traits
that students attributed to teachers were rudeness, rigidity, narrow mindedness,
carelessness, and poor judgment. They also don’t favor teachers keeping a negative
attitude. Another theme extracted from negative qualities of a teacher was found to be
harassment which included a few similar sub-themes like negative traits but
particularly characterized by teachers who show extreme criticism and biases to the
extent they harass students. This finding in the context of university level has now been
observed as the area of extreme concern and needs the attention of researchers.
Consistent to the above qualitative findings, survey response characterizes partiality as
a negative quality of teachers to which 74% students showed agreement, 15%
disagreed and 11% preferred not to comment. Clement and Roland (2020), also state
that partiality is a negative characteristic of a teacher. Khan (2020) mentioned that the
negative attitude of teachers leads to failure and negative ego attitudes in their students.
It distorts the perception of a good teacher.

The third question of the study was “what are your views on student-teacher
relationships''. Three major themes were extracted which include the nature of teacher-
student relationship (genuine, helpful, valuable, flexible, rewarding, intellectual), a
professional relation (the teacher inspires, motivates, builds learning base, develops
students’ problems solving abilities), and the role of relationship (approachable, caring
like parent, considerate, humble, cooperates and provides appropriate guidance,
develops skills, and acknowledges their place in relationship). The supporting survey
statements to which students’ rating has already been discussed but are also relevant
with teacher-student relationship themes are students get inspired by teachers who
provide them positive feedback, they form a respectable relationship with those
teachers having sound knowledge and take teachers words so strongly that they either
enhance or damage students’ self-esteem. Most of the themes in this question were
consistent with question 1 such as students believe their teachers to be humble,
friendly, and cooperative in their relationship with students. Among other themes, the
most prominent are parental nature, caring, motivated, and fostering a strong learning
base. Studies by Aksoy (1998) and Arnon and Reichel (2007) on the teacher-student
relationship revealed that a good teacher treats all students equally, listens and cares

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about their problems, and individually knows each student which strongly influences
students' motivation, engagement, and class performance. Clement and Roland (2020)
pointed out that a teacher must be friendly so that the students don’t feel intimidated
by their teacher's presence. A good teacher has skills to motivate students to reach their
full potential of learning through professionalism and inspiration (Moreno, 2009).
Hattie (2009) found that motivation obtained by their teachers has effects on students'
achievement. Studies revealed that students with positive and supportive interpersonal
relationships with teachers reported enhanced positive academic attitudes and values
and were more satisfied with their school (Brophy & Good, 1984; Brophy, 1999).
Teachers who support students in learning can positively impact long-term success in
their lives (Barile et al., 2012; Krane, Karlsson, Ness, & Kim, 2016). Therefore, to
develop positive relationships with their teachers, students rated subject matter
knowledge as the most common expectation from teachers (Pratt, Kelly, & Wong,
1999).

The findings of this research provide insights into the qualities that students believe
are important for teachers to possess and will inform the development of teacher
training programs. This study highlights the importance of listening to the voices of
students and of taking their perspectives into account when developing teacher training
programs. The findings are significant for university teachers in understanding
students' points of view. It will help teachers to adapt to the educational system; will
help them to enhance their teaching styles; to groom themselves; as well as would help
in building strong teacher-student relationships.

Moreover, the findings are helpful for trainers to polish their teaching staff. This will
also encourage a healthy environment for students. It will help to make the entire
educational system better. Most importantly it will help students to get more skilled
teachers which will eventually help in overall student achievement.

RECOMMENDATIONS
It is recommended to conduct this research on a larger sample with diverse cultural
backgrounds, multiple age groups, and academic levels to get a wider view on what
makes a good teacher. Further, evaluating teachers' perspectives will provide more
insights on the topic.

An original theme extracted from negative qualities of a teacher was found to be

harassment which has not been explored in previous studies. This finding in the context
of Karachi university seems to be an area of extreme concern for students,
academicians, and policy makers. Further studies can be conducted to explore this
phenomenon. Perhaps a detailed view on how students see harassment by teachers,
how they are affected by it, and what can be done to eradicate such issues among

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teachers, can be a future line of research. Teacher trainers must focus on this area while
designing their programs.

REFERENCES

Aina, J. K., Olanipekun, S. S., & Garuba, I. A. (2015). Teacher’s Effectiveness and its Influence
on Student’s Learning. Advances in Social Sciences Research Journal, 2(4), 88-95.
Arnon, S., & Reichel, N. (2007). Who is the ideal teacher? Am I? Similarity and difference in
perception of students of education regarding the qualities of a good teacher and of their
own qualities as teachers. Teachers and Teaching: theory and practice, 13(5), 441-464.
Aksoy, N. (1998). Opinions of Upper Elementary Students about a "Good Teacher": Case
study in Turkey (Reports-Research No. 143/ Meeting Paper N0. 150). US Department
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Al-maqtri, M.A., & Ahmad, T.A. (2013). The Qualities of the Good English Teacher as
Perceived by Saudi and Yemeni College Students of English. Greener Journal of
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Barile, J. P., Donohue, D. K., Anthony, E. R., Baker, A. M., Weaver, S. R., & Henrich, C. C.
(2012). Teacher–student relationship climate and school outcomes: Implications for
educational policy initiatives. Journal of Youth and Adolescence, 41(3), 256–267.
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