Teacher Competency

7/30/2019 Teacher Competency

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T H E C R I T E R I A O F T E A C H E R C O M P E T E N C E A S P E R C E I V E DB Y S T U D E N T S , S T U D E N T - T E A C H E R S A N D

S E R V I N G T E A C H E R S I N H O N G K O N G *C h e u n g K w o k - l u n an d W i l l i a m J. F. Lew

INTRODUCTIONResearch on teacher competence has been

an important subject of inquiry in education. Foryears, educators are concerned with the qualitiesof teacher essential to effective teaching andlearning. Yet findings in this area have beeninconclusive. Without knowing the criteria ofgood teaching, teachers have to judge theirperformance by experience. In Hong Kong,advice given to teachers in training by theirsupervisors is usually drawn from the personalexperience of the latter.

Since there are great differences in theresearch results on the criteria of a good teacher,this survey aims at deducing a set of teacher-competencies of the most-liked teacher and of anideal teacher viewed not only from the angle ofteachers but also from the angles of students andstudent-teachers.Teacher Competence

Teacher competence may be defined interms of the teacher's classroom behaviour andhis teaching effectivenessmay be gauged in terms

* This paper is a condensed version of the first author's M.A. (Ed.) thesis at CUHK while the secondauthor was the thesis supervisor. We wish to thank Dr. S.C. Cheng for his help during the early

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C U H K Education Journal Vol. 9 No. 1,1981of students' achievement. This implies that thereis a strong re lationship betwee n teache r effective-ness and students' achievem ent. Because of sucha re lationship, people may assume the behaviourof a com petent teacher to be teacher com petence .

In searching for a structure of teachercompetence, Medley (1977) states that a com-petent teacher well versed in his subject matter islikely to have posit ive att i tude towards theschool as wel l . H e says that th e teachers w h oproduce maximum ach ievemen t ga ins are alsol ike ly to improve studen ts ' se lf-concept th e most.O t h e r researches def ine teacher com-pe tence in t e rms of cognit ive an d affectivecharacter is t ics of the teacher. Hoyt (1955),S h a n n o n (1940) an d o the r recen t researchers likeRos e n s h i n e (1970) an d S i m u n (1964) s ta te tha tthere is a posit ive but low re la t io nsh ip be tweent e a c h in g effect iveness and general in te l l ec tua labi l i ty , academic grade-point average an d teachinggrade of the s tuden t - teache rs . To rrance an dParent (1966) find tha t th e effective teachersof t e n have higher stude nt achievem ent, havegreater in te l lectual effctiveness, be more respon-sible and use more various approaches an dactivities in teaching.Ryans (1960) points out that success inteaching is more related to teacher's characteri-stics in the affective domain than in the cognitivedomain. Ryans (1960) identifies three mainbehavioural patterns of influential teachers.They are:

1. warm , understanding and friendly,2. responsible, businesslike and systema-

tic, and3. stimulating, imaginative, surgent or

enthusiastic.James and Choppin (1977) once asked alarge group of sixth form students to select fivemost important and five least important charac-teristics of a good secondary teacher/The mostimportant characteristics of good teachingbehaviour chosen by the gourp were to gain therespect and confidence of pupils, to encourageindependence and creativity, and to take per-sonal interest in pupils. All these are similar tothe findings of previous studies done by Evans(1962), Willmott (1969) and Witty (1947).

In James an d Choppin research (1977), itis also pointed out that instruction is an essentialpart of a secondary teacher's job and a tho ro ughknowledge of the subject matter is of greatimportance . In as m u c h as a primary schoolteacher plays th e role o f a social worker ratherthan an instructor, encouragement to less ablechildren, impartiality to w ards the pupils andwillingness to involve the parents in their child-ren's education ar e the ir important personali tytraits. Good teachers are also characterised bythe w arm, o pen re lat io nsh ips w i th s tuden ts an dby the i r pro fess io na l co mpe tence .Veldma n a nd Peck (1963) deduce fivemain factors of those teachers who are ra ted aseffective in t each ing by t h e i r j u n i o r an d seniorhigh scho o l s tuden ts . They a re :1. friendly and cheer fu l ,2 . k no wledgeable an d poised,3. lively an d in te re s t ing ,

4. firm c o n t r o l an d5. non-direct ive .Rasmu ssen's stud y (1965) reveals that th eonly th ing a gro up of seventy-six teachers agreedon as one of the necessary teacher characteris t ics

fo r good teaching is tha t a good teacher m ustk n o w his subject well. O f course , knowing th esubject m a t t e r is essential bu t hardly enoughto be a good teacher as a scholar ma y no tnecessarily be a competent teacher.Barr (1961) reduced th e twenty-fivepersonality traits prerequisite to teacher effec-tiveness (Charters and Waples, 1929) to thefollowing fifteen qualities: buoyancy, consi-derateness, cooperativeness, dependability, force-fulness, judge m ent, m ental a lertness, objectivity,personal magnetism, physical energy and drive,scholarliness, emotional stability, ethicalness,expressiveness, and flexibility. They may beplaced under four categories: personal qualities,competencies, effects of teacher leadership, an dbehaviour control. K u n g ( ? H , 1971), based onthe above research, placed the f i f teen -qualitiesu n d e r four main categories character, kno w-ledge, ability, an d personality.Although there is no agreement on thedefinition of teacher competence and effective-ness of teaching, the persent authors believe

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Cheung Kwok-lun & William J. F. Lew The Criteria of Teacher Competencet h a t there is a s trong re lat ionship betweenteach ing behav io ur an d s tudent achievement.This re lat ionship is c o m m o n l y called process-pr o d uc t rela t ionship. Th e dynamics o f effectiveteaching is to provide th e greatest possible helpto s tud en ts in the ir learning.

Recent research o n teacher effect ivenesslays emphas is on t h e pro b lems o f pro d uc t iv i ty ,me tho d o lo gy an d theo ry (Berl ine r , 1976; Gage,1972). R ev iew ers hav e co nc lud ed tha t a few co n -s i st en t r e la t io ns h ips be tw ee n teache r variablesand teaching effect iveness can be set up (Barr ,1961; Dunkin an d Biddle, 1974; Rosenshine,1971). Kuhn's process -product parad igm (1970)s ho ws th e im po r tan t r e la t io n be tween t eache rbehav io ur and s tud en t ach iev emen t in l ea rn ing .A few recent researches on t e a c h e r ef fect ivenessalso show that a teach er ' s kn ow ledg e, at t i tu deand some o th er ch aracter is t ics are corre latedwi th h i s t each ing pro ces s wh ich in tu rn affec t ss tud en t ach iev emen t . M i t z e l (1960), derivedth ree c r i t e r ia o n t each ing e f f ec t iv enes s fromBrownel l ' s research (1948). These three cr i ter iaare:

a. process variables ( teacher behaviour ,s tud en t behav io ur and t eache r -s tudent in teract ions) ,b. presage var iables ( teach er person al i ty,kno wle dge, s tatu s character is t ics ) ,an d

c . p r od u c t variables ( p r im a r y measureso f s tudents ' change) .

M a n y reserarch ers have th e ir research basedupon the th ree cr i ter ia se t by Mitz e l . Hei l , Powellan d Feifer (1960) co mbined al l three cr i ter ia int he i r invest iga t ion . Similar s tud ies have beencarried out by other researchers based o n pair-wise co m bina t io ns of the three criteria, t ha t is ,using tw o criteria at a t i m e : Seibel (1967), an dT u c k m a n , Fo r m an and Hay (1971) co mbinedteacher characteristics an d observation of theteacher's classroom process in t he i r studies.Quirk , Witten an d W einberg (1973) pairedteacher characteristics an d the ir corre lat ion withs tud en t pr o d uc t criteria in the i r research. Getzels(1969) an d McGee (1955) used teacher attitudesan d the ir corre lat ion with s tudent productcriteria in their research. Their results demon-

strate some corre lat ion between teacher charac-teristics an d s tud en t ach iev emen t .It is therefore poss ible to claim t ha t thereexists a rather strong re lat ionship betweent eache r co mpe tence and effective teaching. It isdifficult to find a single agreed definition fo rt eache r co mpe tence an d different researchesshow d i f f e r en t results . Di f f e r en t approaches areused to deduce or classify t eache r c om p e t e n c e some researchers like Barr (1961) an d R ichey(1978) class if ied teacher competence underdif fe ren t categor ies , o thers l ike M i t z e l , R yans ,Veldman and Peck set up cr i ter ia or patternso f t e a c h e r c o m p e t e n c e fo r t he i r r e s earch , an dsome researchers l ike Charters and Waples tr iedto d e d u c e a set of t e a ch e r c o m p e t e n c i e s of aneffec t ive t e a c h e r .S t u d e n t Rating

Since early 1920s, th e ques t ion of how todis t inguish good teachers f rom th e poor ones h asbeen the co nce rn o f many ed uca to rs . Barr (1961)reviews t ha t in an unco n t ro l l ed s i tua t io n theassessments of a panel of supervisors, admini-s trators an d t eache r ed uca to rs , al l observing th esame teacher at the same t ime and under thesame condit ions , appear to be in ext remes: so m erated an observed te ach er as the ve ry best whileo thers rated th e same teacher as the wo rs t . Thiscase indicates that each person has a s tandard ofeval uatio n of his ow n . This is wh y assessingteach er is always a pro ble m .

A lo t of tes t in g dev ices o the r t han th et rad i t io na l g rad ing me tho d o n t each ing pe r -formance and course work have been tr ied outthroug h m any decades . How ever , there are an u m b e r of problems in assessing a teacher .R ichey (1978) s tates that one of the mo s tvexing problems in evaluat ion is to obtain aprecise description o f criteria, performancedemons trat ions (preferably in real classroomsettings) an d flexibility to f i t various teachingstyles.Kay's report (1974) reveals that teach erbehav io ur meas uremen t in s t rumen ts fall roughlyinto tw o types, bu t nei ther o f t hem is whollysatisfactory fo r measuring performance. School

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CUHK Education Journal Vol. 9 No. I , 1981systems u se meas uremen t in s t rumen ts to ratepersonnel whi le col lege and univers i t ies developi n s t rumen ts to evaluate teaching per fo rmance o fs tud en t s . Th e second type includes ins trumentscons tructed m ain ly fo r research use. Theyusually focus o n specifically defined teacherbehaviour bu t c a n n o t measure c o m p l e x class-room s i tuat ion.

A m o n g th e c o m m o n i n s t r u m e n t s in use,such as sys tematic observat ion, rat ing scales ,in terv iew and ques t ionnaire , produ cts rat in g, se lfrating an d others, there is not a single whollysatisfacto ry device available . Givin g a grade to atrainee after a period of t ra in ing ca n o n ly po r t rayan over-s implif ied picture . Sys tematic obser-vat ion is one of the co mm o nes t i n s t rum en ts us edto measure teacher 's co m pe tence , ye t i t requiresa large team of traine d observe rs and a cons i-derable per iod of t ime for observat ion. Anotherpro b lem fac ing th is me tho d i s tha t very fe wlocal te ach ers are w illing to be observe d, and it isdifficult to obta in permission from the schoolsc o n c e r n e d . W ith t he l imi t ed amo u n t o f t im e ,resources and man pow er, one possible me ans isques t io nna i r e s u rv ey .

Th e abo v e - m en t io n ed ass ess men t m e tho d sar e often carr ied out by educators an d supervi-sors , neglect ing the importance of assessmentsmad e by s tud en t j u d g e s s tud en ts , who a re theo b j ec tiv e co ns ume rs o f ed uca t io n . R e cen t ly ,the re is an increas ing in teres t in the f e e d b a c k ofra t ing the i r t eache rs by s tud en ts (Coats an dSwierenga, 1972, Foy, 1969, Meigham, 1974,S t e c k l e i n , 1960). Bonsfie ld (1940), C l i n t o n(1930), Haslet t (1976) an d Perry (1971) didsimilar researches on the character is t ics of a goodteacher based on t h e j u d g e m e n t o f s tud en ts .Though the resul ts of the ir s tud ies are d i f f e r en t ,they ref lect th e impo r tance o f ev a lua t io n bys tud en ts .In fact , the m e t h o d of s tudy by us ings tudent rat ings for assessing teache r compe tenceh as empir ical an d logical support dating backnear ly f i f ty years .

O ' C o n n o r (1971) considers th e disregardo f th e j u d g e m e n t o f e igh t - year o ld children asreasonable . Ye t h e d eems it arrogant to dismissth e criticisms of the f if th or sixth fo rmers as

un impo r tan t .Evans (1951) believes that s tud en t s asraters o f teachers have th e merit over o ther

raters for the ir evalu ation is based on regularobservat ion over a long per iod o f t i m e an d thusca n k n o w m o r e .

V eld m an and Peck (1969) view tha t are l iable descr ipt ion of the typical behaviour ofth e teacher has to be based o n m a n y h o u r s o fclassroom observat ion; and the obvious sourcesar e t he s tud en ts . S tud en t ev a lua t io ns hav e themer i t s o f being based o n a much mo re co mpre -hensive sample of observed beh avio urs , and alsohave the advantag es of averaging the id iosyn crat icbiases o f a large n u m b e r o f j u d g e s . M o r eo v er ,s t u d e n t s ca n give at least as m u c h , i f not m o r e ,inform ation regard ing teacher ch aracter ist ics asexper t s an d ad u l t j ud ges can on the basis of oneor t w o ho urs ' o bs e rv a t io n .

Re cent research sugges ts that the s tudent ' ssex, age, and academic achi eve m en t, and thegrade received from th e ins tructor have l i t t ler e la t io ns h ip to s tud en t r a t ings (R ayd er , 1968).Davidoff (1970), gives ev idence showing thats tud en t o p in io n o f t eache r behav io ur i s verystab le o v er t ime an d t h e r e i s l i t t le re lat ionshipb e t w e e n s tud en t r a t ings of the t e a c h e r and thes tud en ts ' ga in .

R a m m e r s (1963) i n d i c a t e s rat ings bystud en ts as a "g i f t ie ' s " boo n for the teach er canse e him self as how s tu den ts see h im . His ear l ierresearches (1928, 1929) show that th e result isn o t affect by ne i the r the s ex o f the s tud en ts no rthe sex of the t e a c h e r .

Similar ly, Beck ( 1967) , Co ats (1970) an dT ho mps o n ( 1975) also have the ir inves t igat ionsbased on t h e s tud en ts ' pe rcep t io ns of and the ira t t i t ud es to ward s th e teachers ' personalitytrai ts .

Lew's (1977) study reveals th e personalitytrai ts of local teachers as perceived by secondarys tud en ts in Hong Kong. Miron an d Segal (1978)did a similar research o n "The G ood UniversityT ea cher" . I t was based upon th e perception o fth e univers i ty s tuden ts from d iff ere nt facul t iesand d ifferent years to d ed uce th e personalitytraits o f good univers i ty teachers .

O t h e r studies (Doyle an d Whiteley, 1974;

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Cheung Kwok-lun & William J. F. Lew The Criteria of Teacher CompetenceFr e y an d Leo nard, 1975; Ram me rs, 1934,1963; Ve ldman an d Peck, 1967) indicate thatstudent ratings are as rel iable and valid as thoseo f adult o r o t h e r judges , an d they w ou l d not b eaffec ted by the sex of the s tude nts or t each ers ,or by the dif f icu l ty of t h e c ou r se . Ve l dm a n a n dPeck (1967) f rom the i r Pupi l Observat ionSurvey, suggest s imi lar ra t ing s by s tud en ts andsupervisors . Simi lar f indings o n a close agreem en tbe tween s tudent ra t ings o f t h e i r s t u de n t - t e a c h e r sand those of the i r supervisors have been repo r tedearlier by Por t e r (1942).

Gage an d Suci (1951) have put to tes t th erel iabil i ty of s tud ent ra t ings of t each ers and , byusing Horst 's form ula , obta in ed a co rre la t io ncoeff ic ien t of 0 .93 wi th supervisor 's r a t i n g .

Cor t is an d Gr a y s on (1978) e m p l o y e d 270p r im a r y s t u de n t s to r a t e 1 0 s t u de n t - t e a c h e r s 'per form ance , an d the resu l ts suppor t the view ofGage an d Suci (1 9 51 ) an d others tha t s tudents 'ra t ings are g e n e r a l ly q u i t e r e l i a b l e .

Re c e n t r e s e a rc h on t e a c h e r c om p e t e n c eh as la id grea te r emphasis on the p e r c e p t i o n o fs t u de n t s . S t u de n t r a t i n g h as b e e n p r ove d to beas valid an d reliable as o t h e r j u d g e s , if not m o r eso. With the l im i ted amo unt of avai labler e s ou r c e s a n d m a n - p ow e r , s t u de n t ra t ing t h r o u g hthe use of quest ionnai re seems to be a feasiblem e t h o d to obta in reaso nably re l iable data o nt e a c h e r c om p e t e n c e .

M E T H O DInstrumentation

In th e present survey study, question nairesare used to collect data . Th e design of thequestionnaires is modif ied on the factors sug-gested in the Teacher 's Effec t iveness Categor iesset up by Barr (1948), Purdue Rat ing Scale fo rIns truct ion (1950), Standfo rd Teacher Co m-petence Appraisal Guide (1959) and the "GoodUniversity Teacher" characteristics derived byMiron an d Segal (1978). Th e questionnaire isprepared in both English an d Chinese versions sotha t it is conven ien t to carry out the survey tostudents, student-teachers an d serving teachers o f

different academic leve ls, educat iona l back -g r ou n d and the c om m a n d o f languages . There isn o t ime l imit for answer ing th e quest ionnai res .S t u d e n t s are advised to th ink of the good teachersthe y have e ver had and use such impressions asth e basis fo r a n s w e r i n g th e quest ionnai res . Th ereason fo r this instruction is tha t th e survey aimsat finding the g e n u i n e da t a o f good teachers inactua l i ty ins tead of the idea l bu t imagined ones .

The i t ems in the que st ionn ai re are re la tedto the f o l l ow i n g f ou r aspects of the t e a c h e r :

a . K n o w l e d g eb. Presen ta t ion of the k n o w l e d g ec . R e l a t io n w i t h s t u d e n t sd. Pe r s on a l i t yThe quest ionnai re i s fur ther divided in to

tw o sec t ions . In section 1, descr iptors ar e used todelineate th e most- l iked teacher as perce ived bydifferent groups. Subjec ts se lec t su i table des-cr iptors f rom a given set to fit in or to describew h a t a good teacher is in the i r ac tua l percept ion .In section 2, the s u b je c t s are to evaluate th epriority of each i tem of a given se t of t eacherquali t ies.Definitions

1. Anglo-Chinese School the schoolusing Engl ish as the medium ofins t ruc t ion for all subjec ts exceptChinese an d Chinese history lessons.The second language in this type o fschool is Chinese.

2. C o m p e t e n ce c o m p e t en c e has to dowith how a teacher teaches and ism e a s u r e d in t e r m s of the t eacher 'sbehaviour .

3. Competenc ies those ski l l s , a t t i tudesand character is t ics which re la tedi rec t ly to t each ing and are thespec i f ic requ i rements o f t eacherc om p e t e n c e .

4. De scriptors a set of w o r d s , t e r m s ordescriptions to characterise particu-la r behaviour, aspects o r categoryunder s tudy.

5. English Schoo l the school usingEnglish as the m e di u m of instruc-

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C U H K Education Journal Vol. 9 No. 1, 1981tion where a second language to beselected from a few options istaught.

6. J u n i o r students- - - s tuden ts w h o a r ereceiving one to three years j u n i o rsecondary school educat ion inEnglish, Anglo-Chinese o r ChineseMiddle Schools.

7. Middle School- - - th e school usingChinese as the m e d i u m of ins truc-t ion for all subjects except th eEnglish language lessons.

8. Par t - t ime Course in Col lege o f Ed u c a -ion-- - course for s tuden ts who areunqualified teachers teaching inaided o r pr ivate secondary schools.

9. Se n ior s t u d e n t s - - - s t u d e n t s w h o a r estudying in the 4th to 6th years insecondary schools.

10 . Serving teachers--- teachers who areteaching in either g o v e r n m e n t ,

subsidised, aided or private schools.

ProcedureA pilot study w as carried ou t in Ju ne ,

1979, and the original questionnaire w as given to59 student- teachers s tudying geography in SirRo ber t Black Col lege of Edu cat ion . The a im ofth e pilot study was to eliminate an d revise u n su i t -able items. I tems that embarrass teachers and/or elicit few responses or no response w e r ed e l e t e d , a n d i t e m s w i th a m b ig u i ty i n m e a n in gw e r e m od i f i e d .

W i t h permissions g r an t ed by the principalsin the sampled schoo ls , the survey was carriedout in November, 1979. In order to m a k e th esurvey mo re re l iab le , 806 subjec ts w ere sampledcover ing as man y types of s tuden ts , s tud en t-teachers as serving teachers as possible (seeTable 1).

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Cheung Kwok-lun & William J. F. Lew The Criteria of Teacher CompetenceT A B L E 1

T H E S T R U C T U R E O F T H E

J u n i o r S t u d e n t sG ov e r n m e n t En g l i sh Sc h oo lG ov e r n m e n t C h in e se Sc h oo l

N O . O FS U B J E C T SA C C E P T E D

32*31

Subsidised Anglo-Chinese School 45Subsidised Chinese SchoolPr ivate A n g lo -C h in e se Sc h oo l

Se n io r S tu d e n t sG ov e r n m e n t En g l i sh Sc h oo lG ov e r n m e n t C h in e se Sc h oo lSubsidised A nglo - Ch ines e SchoolSubsidised Chinese SchoolPr ivate Anglo-Ch inese School

First Y e a r S t u d e n t s atC ol l e g e o f Ed u c a t ion

Full T i m eP a r t T im e

S e c o n d Y e a r S t u d e n t s a tC o l l e g e o f Ed u c a t ion

Full T i m ePart Time

Serving Teachers

46

34

24

36

40

6844

12 932

627844

S A M P L E SN O . O FS U B J E C T SR E J E C T E D

1

351

6

1

21

74

49

851

T O T A L N O .OFS U B J E C T S

3334

5047

40

25384 17548

13 34 1

708345

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C U H K Education Journal Vol. 9 No. I ,1981Analysis of Data

O u t of the 900 questionnaires distributed,80 6 ques t io nna i r es were r e tu rned . Af t e r r e j ec t ingth e i nco mple ted ques t io nna i r es and the oneswith contrad itory answers to the same ques t ion,74 5 ques t io nna i r es were us ed fo r data analysis.For i t ems in section 1 of the quest ionnai re ,f r e q u e n c y coun t w as used to deduce th e per-ception of the five groups (junior s tud en ts ,senior s tudents , first year s tud en t - t eache rs ,second year s tude nt- te ach ers and serving teachers)of what a mos t- l iked teacher is l ike ly to be.There are 122 descriptors in th is sect ion, bothtota l and the gro up responses fo r each descriptorw e r e r eco rd ed in f r equency .

Th e descr iptors with h ighes t responsef r e q u e n c y in each i t em w ere se l ec ted to r epr es en t

th e percep t io n of the subjects . In this w a y , th epercep t io ns of each g ro up and all the groupsco mbined can be d ed uced . For each descriptor,ch i square m e t h o d w as emplo yed to test whe the rthe re was an y s ign i f ican t d i f f e r ence in thepe rcep t io n amo ng the g ro ups .

In sect ion 2, the scores fo r each t eache rqual i ty in the g iven set we re cum ulate d in eachg r o u p and also for a l l the groups combined . Thec u m u l a t e d to tals of the teacher qual i t ies wereused to f ind out the priority ranks given by theg r ou p s and by al l subjects . The qu al i ty with thehighes t score ranks f i rs t , t he nex t highest qualityrank s second, and so on, with the qual i ty of thelowes t score ranked tw en tie th . The pr ior i tyranks of the teacher ' s qual i t ies g iven by theg r ou p s were analysed by rank d i f f e r ence coeffi -cients of co r re la t io n . The rho values were used tof ind th e co r re la t io ns amo n g th e gro ups .

T A B L E 2S E X O F T H E M O S T - L I K E D T E A C H E R

G ro ups Male F emale1. J un io r S tud en ts2 . S en io r S tud e n ts3. 1st yr. St. Tea che rs4. 2nd yr . St . Teach ers5. Serving Teach ers

68 (36.2%)87 (41.0%)95 (59.0%)75 (53.6%)25 (56.8%)

25.325 (p


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Cheung Kwok-lun & William J. F. Lew The Criteria of Teacher CompetenceA closer look, in fac t , r e f l ec t s tw o distinct

b l o c k s th e block o f s eco nd ary s tud en ts an dth e block o f s tud en t - t eache rs an d servingteachers . Th e secondary s tudents especial ly th es tudents at lower level are great ly in favour offemale t eache rs , but the s tud en t - t eache rs an dserving teachers are s l ight ly more in favour o fmale t eache rs , Th e t e n d e n c y is wel l expressed inth e high response o f 63.8% an d 59.0% given bythe secon dary s tuden t groups in f av o u r o ffemale teachers , whi le the first year s tud en t -teachers have a high response of 59.0% in favourof male teach ers . There is a ten den cy for pre-f er r ing male t eache rs as acad emic l eve l rises.For the age of the mo s t - l ik ed t eache rs ,there is an unan im ous response by al l subje cts infavour o f y o u n g e r t e a c h e r s b e t w e e n 25 and 34years old, and the response shows n o s igni f icantdif fe rence i n the pe rcep t io ns amo ng the fivegro ups . T h e r e is a m a r k e d p r e f e r e n c e fo r t e a c h e r sof age 25-29 (34%) and o nly a few s tu den ts arein favour of teachers over 40 years o ld (15%) o ru n d e r 25 years o ld (11%). Junior s tudentspr e f e r to be t augh t by y o u n g e r t e a ch e r s u n d e r 40(95%) and this is less marked in o ther f o u rg r ou p s .

Th e present research ind icates that th emo st- liked teach ers are those wh o teach lan-guages , l i teratures and social subjects includ ingChinese his tory. I n Ho ng K o ng , l anguage andl i teratu re in e i th er Eng l ish or Chinese are usual lyt a u g h t by the s ame t eache r . Th e s ub j ec ts are verymu ch in fav o ur o f the t eache rs teach ing languag ean d l i t e r a t u r e and the responses to these subjectsa re abo u t 40% of the to tal responses . Secondarys tudents , especial ly th e j u n i o r s t u d e n t s , t e n d tolike th e t eache rs w h o t each bo th th e Englishlanguage and E n g l i s h l i t e r a t u r e ; but in o t h e rg r o u p s , t he re i s a t end en cy tha t t eache rs whoteach both the Chinese l anguage an d Chinesel i terature are favoured ins tead . Teachers ofsocial subjects an d Chinese his tory ar e alsofavoured w i t h a b o u t 20% of the to tal responses .In co nnec t io n w i t h th e t eache rs o f social subjectsan d Chinese h i s to r y , s eco nd ary s tud en ts ar e m o r ein favour of the teachers of social subjects(21.1% an d 20.4%); bu t t he o the r t h r ee g ro upsshow a s l ight major i ty in favour of teachers of

Chinese h is tory. Secondary s tudents like t eache rsof social subjects more probably because th esubjects l ike E.P .A. and geography are moreclosely connected with the ir dai ly l i fe . Th et eache rs of social subjects usual ly in corporateth e s u b jec t s with many act iv i t ies and v is i ts tom a k e t h e m m o r e i n t e r e s ti n g a n d t h u s t h es t u d e n t s may l ik e thes e t eache rs m o re . T hes t u d e n t - t e a c h e r s an d serv ing t e a c h e r s d o n o tho ld th e s am e a t t i t u d e , bu t hav ing a s light greate rp e r c e n ta g e of 2% to 3% in f av o u r of teachers ofCh inese h is tory , but th is does not reveal anys igni f icant i m p l i c a t i o n o r p r e f e r e n c e . T eachers inm a t h e m a t i c s , science an d cu l tu ra l s ub j ec ts(mus ic , phys ica l ed u ca t io n , a r t and d es ign , andd o m e s t i c s s c ience , e tc . ) are l e ss fav o u red by t h e i rs t u d e n t s .

In g e n e r a l , th e mo s t - l ik ed t eache rs arem o re l ik e ly to be p leas an t , l iv e ly , co n f id en t andm o r e a r t i c u l a t e . T h e i r a t t i t u d e t o w a r d s st u d e n t smay be d e s c r i b e d as c o n c e r n e d , c o u r t e o u s , an dco ns id e ra te .

T hey hav e a t h o r o u g h k n o w l e d g e of thefavour i te s ub j ec ts t augh t and the lessons pre-pared i n c l u d e m o r e s u b j e c t m a t t e r s s u p p l e -m e n t i n g t h e t e x t b o o k w i t h a view to en r ich ings t u d e n t s ' k n o w l e d g e . M o r e o v e r , t h e y takep a r t i c u l a r care of t h e s t u d e n t s o f be l o w - av er ag ea t t a i n m e n t .

In ev e ry l e s s o n , th e m a t e r i a l s are p r e s e n t e din an i n t e r e s t i n g way by giving a p p r o p r i a t ee x a m p le s and i l l u s t ra t io ns whenev er neces s ary .The lessons are main ly pre sen ted by me ans ofd iscuss ion. The con ten t o f the lessons is c loselyr e l a t ed to the textbook used . Audio-v isual a idsar e used in o r d e r to h e l p th e s tud en ts und ers tandthe t ex t mo re in t e l l i g en t ly , o r to he lp t hem g e tb e t t e r ins ight in to th e s ub j ec t . Th e ques t ionsused in the lessons are t h o u g h t provoking withs o me gu id ance an d direct ion for the b e t t e rund ers tand ing o f t h e m . General ly, a goodlearn ing a tmo s phere is created because th eteache r is warm and fr ien d ly.

P u n i s h m e n t is used as a m e a n s to guides t u d e n t s to the r igh t w a y . Th e t eache r , as a goodleader to the students, can manage the classeffectively and e f f i c i e n t l y .

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C U H K Education Journal Vol. 9 No. 1, 1 981Essential Competencies of the Most-LikedTeacher

An i t em wi th over 60% of responses fromall subjects is cons idered as an essent ia l com-

pe tency likely to be possessed by the most-likedt eache r .There are seven i tems commonly agreed tobe the essential com pete nc ies possessed by themost-liked teache r (Table 3) .

T A B L E 3E S S E N T I A L C O M P E T E N C I E S T O B E P O S S E S S E D

B Y T H E M O S T - L I K E D T E A C H E R

1 .2.3.4.5.

6.

7.

Personali tyLively an d pleasant characterClear voiceF l u en cy in speechW el l - equ i pped to be a good l ead e rC o n c e r n e d an d u n d er s t an d i n g h i s / h e r s t u d en t sPresentat ion of the K n o w l e d g eLesson Preparat ion includ ing more subject mat ters o therthan t ho s e suppl ied i n t h e t ex t bo o k

Re l a t i o n w i t h S t u d en t sPunishments a iming at conveying o r g u i d in g s t u d en t s to ther ight w ay

71.565.065.064.462.8

60.5

66.6

Of the seven teacher-competencies, five ofthem ar e related to the t ea cher ' s pers ona l i ty , o n eis related to the presenta t ion o f k n o w l e d g e an da no ther is rela ted to the re lat ion w i t h s t u d e n t s .Th e items relating to the teacher 's personal i ty---clear voice, fluency in speech, lively an d pleasantcharacter, leadership, an d concern ing an d u n d e r -standing th e s tudents ar e essent ia l to a goodteacher.Ano ther essent ia l teache r com peten cyconnected with the rela tion to s tude nts is tha tpunishment given should aim at conveying orguiding s tudents to the r ight way. In the presents tudy, th e subjects neither consider th e teacher'sw ay of present ing knowledge nor his knowledgein the subject matter as the very essential quali-ties for the most-liked teacher. They areimportant qualities but not a t the top of the56

priority list; students seem to be satisfied withlessons w ith supplem entary subject m attersothe r than those supplied in the textbook.

O t h e r Characteristics Likely to be Possessed byth e Most-Liked TeacherI t em s with 51% to 60% of responses fromal l subjects is considered to be other characteri-stics likely to be possessed by the most-liked

teacher. There are thirteen such i tems altogetheras shown in Table 4. Of all these items, seven ofthem b e long to the presentation of knowledge ,three ar e related to the teacher's personality, tw oconcern teacher's knowledge in the subject andonly o n e o f them deals with teacher-s tudentrelationship.


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Cheung Kwok-lun & William J. F. Lew The Criteria of Teacher CompetenceT A B L E 4

C H A R A C T E R I S T I C S M O S T - L I K E L Y T O B E P O S S E S S E DB Y T H E M O S T - L I K E D T E A C H E R

P er s o n a l i t y1. G o o d c o m m a n d o f l a n g u a g e s2. Sure of h i m s e l f / h e r s e l f in self rel iance3 . C o u r te o u s a n d c o n s i d e r a t e t o w a r d s s t u d e n t s

K n o w l e d g e4. Full o f h i s /h e r i n t e r e s t ed s u b jec t ( s )5. T h o r o u g h k n o w l e d g e in the s u b jec t (s ) t a u g h t

P r es en t a ti o n o f K n o w l ed g e6. Prese nt in g the l essons in teres t ing ly7 . Gi v i n g app r o pr i a t e exam pl es an d il l u s t ra t i o n s i n exp l a i n i n g

i d eas8. C o n n e c t i n g th e l e s s o n w i t h th e t e x t b o o k9. U s in g v a l u ab l e a i d s to pr o v i d e ad d i t i o n a l d ep t h t o t h e lesson

10 . Q u es t i o n s a r e ask ed w i t h g u i d an ce an d d i r ec t i o n11 . Q u es t i o n s are t h o u g h t p r o v o k i n g12 . W a r m an d f r i en d l y in cr ea t i n g l ea r n i n g a t m o s ph er e

Relation w i t h Students13. Liberal an d t e n d e r - m i n d e d in c la ss m a n a g e m e n t

56.256.854.9

53.352.3

53.052 .252.551 .053.754.552.9

54.2

Students perceive the presenta t ion ofk no wled ge of the teaching-learning process an dquest ioning by the teacher as important aspects .A good comma nd of l a ngua ges , conf idence an dbeing cour teous an d considera te towardsstude nts are also perceived as im portan t charac-teristics o f teacher personality. In addit ion,ability to create a warm and fr iendly learningatmosphere and being l ibera l and tende r-heartedare also important characteristics of the most-liked teacher.

Th e Perception of an Ideal TeacherTh e p e r c e p t i o n on the given set of t w e n t y

good t ea cher quali t ies (Table 5) was analysed byrank difference coeff ic ient of corre la t ion todeduce the percept ion of an idea l t eacher amongth e groups . Th e rank or de r of the i t ems perceivedby the five g r o u p s c o m b i n e d can be seen in Table6. The perce ption s are highly correla ted a t 0 .01level a m o n g the f ive groups wi th the rho valuesranging from 0.661 to 0.926 (Table 7). Thesimilarity in the percep t ions a mon g th e groups isindicated by the m o d e rh o values of 0.7 and 0.8(Table 7) .

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C U H K Education Journal Vol. 9 No. 1 , 1981TA B L E 5

TEA C H ER Q U A L I TI ES U SED F O R T H E C A L C U L A T I O N O FR A N K - D I F F E R E N C E C O E F F I C I E N T O F C O R R E L A T I O N

ITEM NO.123456789101 11 21 3141 51 61 71 81 920

D E S C R I P T I O NAbil i ty to st imula te in te l lec tua l curiosityA t t e n t i o n to s tu d e n t f e e d b a c kC o n f i d e n tD e m o c r a t i cDev e l o p i n g m o t i v a t i o nDev e l o p i n g thought processesFlex ib leFluency of speechFr iendly approachG ood r e l a t i on sh ip w i th s t u d e n t sIn t e r es t i n g p r e se n ta t i on o f m a te r i a lK n o w l e d g e in current affairs and in o t h e r subjec tsK n o w l e d g e and in te rest in subjec t mater ia lLucid express ion o f i d e a sP r epar a t i o n and organ isa t ion of lessonsEffec t ive use of audio-visua l a idsS en s e o f h u m o u rS h o w i n g p e r son a l i n t e r e s t i n s t u d e n t ' s w or kSt r ic t c on t r o lWil l ingness to h e l p

The resu l t show s tha t the s ix mo st im por t -an t t eacher qual i t i es of an idea l t eache r are : tobe able to st imula te in te l l ec tua l cur ios i ty , todeve lop thought processes , to establish goodre lationship w i t h s tudents , to possess kn ow l e dg eand in te res t in the subjec t mater ia l , to attainf luency o f speech , and to be able to de ve l opm ot i va t i on in study (Table 6). The six leastimpor tan t t eacher qual i t i es from the se t are :

str ict control (ranks 20 th) , ef fec t ive use of audio-visual aids, sense of humour , showing personalin te res t in s t u de n t s' w or k , de m o c r a ti c a t t i tu de ,and knowledge in cur ren t a f fa i rs and in othersubjects (ranks 15th). The good teacher qualitiesof an ideal teacher in rank order are shown inTable 6 w i t h th e cut-off poin t at 15th rankor de r .

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Ch eung Kwok-lun & William J. F. Lew The Criteria of Teacher CompetenceT A B L E 6

P E R C E P T I O N O N 2 0 T E A C H E R Q U A L I T I E S B YA LL S U B J E C T S I N R A N K O R D E R

R A N KO R D E R

123456789

101112131415*1617181920

ITEMN O .

16

101385792

14151120

3124

18171619

D E S C R I P T I O NAbi l i ty to s t i m u l a t e in te l lec tua l cur ios i tyD e v e l o p i n g t h o u g h t p r oc e sse sG ood r e l a ti on sh ip w i th s t u d e n t sK n o w l e d g e an d i n t e r e s t in subjec t mater ialF l u e n c y o f sp e e c hDeveloping m ot iv a t i onFlexibleFr i e n d l y a p p r o a c hA t t e n t i o n to s tu d e n t f e e d b a c kLucid express ion o f i d e a sP r epar a t io n an d or g a n i sa t i on o f lessonsI n t e re s t in g p r e se n ta t i on o f m a te r i a lWillingness to helpC o n f i d e n tK n o w l ed g e i n c u r r e n t affairs and in o th e r su b j e c tsD e m o c r a t i cS h o w i n g personal in te rest in s t u d e n t ' s w o r kS en se o f h u m o u rEffec t ive use o f audio-visua l a idsStr ic t con trol

Cut -o ff p o in t

The percept ion of the most-liked teacher ta t ion of k n o w l e d g e ; two (good relationship withand tha t of an idea l teacher are very s imi lar . Of s tuden ts and f luency of speech) conn ected wi ththe six mo st impo r tan t teacher qual i ties , there personal ity , and one ( kn ow le d g e and interestar e three (ability to st imula te in te l lec tua l in subjec t mater ia l ) assoc ia ted wi th knowledge incur ios i ty , deve loping thought processes , and the subject (Table 6).deve loping m ot iv a t i on ) r e l a t i n g to the p r e se n -

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C U H K Education Journal Vol. 9 No. I , 1981T A B L E 7

T H E R A N K - D I F F E R E N C E C O E F F I C I E N T S O FC O R R E L A T I O N A M O N G F I VE G R O U P S

G R O U P S R H O V A L U E S A T 0 .0 1 S I G N I F I C A N TL E V E L1 and 21 and 31 and 41 and 52 and 32 and 42 and 53 and 43 and 54 and 5

G r o u p 1G r o u p 2G r o u p 3G r o u p 4G r o u p 5

*

0 . 9 25 9 4 *0 . 7 1 7 29 *0 .7 3233 *0.66128 *0 .7 0 26 3 *0.72895 *0.71053 *0 .86 7 6 7 *0.78308 *0 . 85 9 7 7 *

J u n i o r S t u d e n t s ( F. 1 to 3 in Secondary S cho o l )Se n io r S tu d e n t s (F. 4 to 6 in Se c on d a r y Sc h oo l )F i rs t Y e a r C o l le g e o f Ed u c a t ion S tu d e n t sSe c on d Ye a r C o l le g e o f Ed u c a t ion S tu d e n t sServing TeachersHighly C or r e l a t e d

Perception Between Subjects with DifferentMedia of Instruction

In th e pr esen t r e search , ques t i o nn a i r e sw e r e given to two gr o ups o f subjec ts w i t hd i f f e r en t languages as m ed ia of instruct ion,namely Engl ish and Chinese . The result was againanalysed by rank d if ference coeff ic ient o f corre-l a t i o n ; and the rho value o f 0.9459 w as o bta ined ,ind icat ing a h igh co rre lat ion at 0.01 level .

Th e resul t shows a high corre lat ionb e t w e e n t h e t w o g r o u p s o f subjects; and i timpl ies that the percept ion of the ideal teacher

qualities is very similar.There ar e f ou r i t em s tha t the two gr o upsarranged in similar rank orde rs, considering themas th e most im portan t qual i t ies, na m ely, abil i tyto st imulate in te l lectual cur iosi ty, developingthought processes, good re lat ionship wi ths t u de n t s , an d friendliness. Tw o items (ability tost imula te intellectual curiosity an d developingthought processes) are related to presentation ofk n o w l e d g e ; and another two (good re lationshipwith students and friendliness) are associatedw i t h t h e r e l a ti o n wi th s tud en t s .

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Cheung Kwok-lun & William J. F. Lew The Criteria of Teacher CompetenceTh e less im portant teache r qual i t ies

m u t u a l l y f o u n d by the two groups ar e strictcontro l , sense of h u m o u r an d ef fect ive use ofaudio-visual aids.Th e resul t ind icates that th e local s tudentsdo n o t welco me a s tr ict teacher . Neither sense o fh u m o u r n o r t h e ef fect ive use of audio-visual aidsis cons idered im portan t qua l i ty for an idealt eache r .Perception Between Male and Female Subjectson an Ideal Teacher

A s imple analys is was g iven to the two sexgroups ' perception of the qual i t ies of an idea lt eache r . Th e value of rho 0.8241 w as o b t a i n e d .This ind icates a h ig h c o r r e l a t i o n b e t w e e n th egro ups imply ing a g r ea t s imilar i ty in the pe rcep-t ion of an ideal teache r ' s qua l i t ie s .T he two g ro ups ' hav e a co m m o n v iew o nth e f o u r mo s t im po r tan t t eache r qua l i t i e s ,nam e ly , ab i l ity to s t imu la te in t e l l ec tua l cu r io s i ty ,developing thought processes , f l u e n c y o f speechan d go o d r e la t io ns h ip w i th s tud en ts . Th e f o u ri t ems are r e l a t e d to the t e a c h e r ' s p r e s e n t a t i o n o fk n o w l e d g e and h is p e r s o n a l i ty . A m o n g th e leas timpo r tan t i t ems , th r ee o f the m , nam e ly , wil l ing-ness to he lp, show ing pe rsonal in te res t ins t u d e n t ' s w o r k , an d s tr ict contro l , are associatedwi th th e r e la t io ns h ip w i th s tud en ts . Th e subjectscons ider th at s tr ic t con tro l , sense o f h u m o u r ,ef fect ive use of audio-v isual a ids , and show ingpersonal in teres t in s tude nt ' s w ork are lessimportant qual i t ies for an ideal teacher .

DISCUSSIONTh e response on t h e t e a c h e r c o m p e t e n c ereflects some characteristics. Of the t w e n t yteacher com petencies perceive d , e ight i tem s ar ere lated to the pres en ta t io n o f k no wled ge , s ev enitems portray th e teacher ' s personal i ty, threei t ems are descriptions fo r re lat ionship withs tud en t s , an d only tw o i tems ar e re lated to the

teacher's knowledge in the subjects.This survey research ref lects that th e locals tud en t s are v ery much co nce rned w i th th eteacher 's presentat ion o f k n o w l e d g e . Th es tudents d o no t have to o much in t e r es t in theacad emic back gro und (k no wled ge in the subject)of the most- l iked teacher bu t t hey wo uld like to

have teachers who can present suff ic ient know-ledge to t h e m in a l ive ly way, so t ha t they ca nl ea rn eno ugh to pass the examinat ions. In thisway, s tud en ts m ay neglect o ther aspects o fed uca t io n . S o me of the personal i ty i tems likeclear voice, f l u en t s peech , co n f id ence , be ingco ur teo us an d concerned about s tudents , l ive lyand pleasan t ch arac ters are also perceive d asimpo r tan t qua l i t i e s of the most- l iked teacher . I talso r ef lects t h a t th e s tudents l ike to hav e ak no wled geab le , l ibe ra l , t end e r - hear t ed , f r i end lyand warm teacher . They also expect th e t eache rto be a good leader to t hem an d punis hmentsgiven should be aimed at conve ying or guid ingt h e m to the r igh t way .

Th e r e s u l t i nd ica tes a tendency on thepart o f s ub j ec ts und er s tud y to attach re lat ivelygreat i m p o r t a n c e to character is t ics re lated to thep r e se n ta t i on of k n o w l e d g e an d personal i ty of theid ea l t eache r . Out of the s ix most importantt eache r qual i t ies , three i tems are re lated to thepres en ta t io n o f k n o w l e d g e , two are associatedwi th th e personality and one i s connected withth e k no wled ge of the t eache r . Th e percep t io n o fan ideal teacher deduced in this survey isvery similar to that of the most- l iked teacher(Table 6) .In this s tudy, a h igh degree of unanimity isfo und among the subjects of var ious groups int h e i r percep t io n of the most - l iked t e a c h e r . Th esubjec ts on the whole cons ider ne i ther sense o fh u m o u r n o r s tr ict contro l to be i m p o r t a n tqualities of the t e a c h e r . It is perceived t ha t th emost- l iked teachers usual ly use aids in t he i rlessons, yet it is not co ns id e red to be one of thevery essential qualities for an ideal teacher. Inthe presen t surv ey , it is surprising to find t ha td emo cracy is b e y o n d th e cu t - o f f po in t or consi-d e red to be one of the less impo rtant character i -stics of an ideal t e a c h e r . It may be the result ofs ampl ing e r ro r in the pres en t r e s earch - - - t helimited samples are selected from chosen schoolsan d n o t random samples o f s tudents in H o n gK o n g . Th e schools an d college of educat ionchosen ar e wel l - k no wn and well-established onesin Hong Kong an d democrat ic a tmosphere isundoubted ly avai lable t he r e . Having d em o cr acyalready available in the schools , th e s tud en tsan d s tudent- teachers would place a higherpriority o n other i tems than o n d emo cracy .Th e resul t of the present s tudy shows amajor i ty response in favour of fem ale teache rs as

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C U H K Education Journal Vol. 9 No. 1, 1981th e most-liked teachers especially at l ow e rsecondary level, bu t the preference changes tomale te achers at higher level (stude nt-te ache rsand serving teachers). This may be due to theratio of female and male teachers at variousedu cation levels. In orde r to jus t i fy the aboves t a t e m e n t , it is bet te r to k n o w th e ratio o f maleand female teachers wh o have taugh t the su bjec tsinvolved in the research. It is obvious tha t th eratio of female teachers is larger t h a n tha t ofmale teachers in primary schools and i t is theother w ay roun d in secondary schools . Eviden t ly ,th e chance of female teachers to be f a vou r e d in apr imary school or at jun ior secondary leve l ism u c h g r e a t e r . At the college level or as t eachersin schools, th e subjects in m a jor i t y m ay appre-ciate male scho lars. Thus i t is obvious that theratio of m ale and fem ale teache rs in the schoo lsm ay af fect the percept ion .

This research shows noticeable differencefrom w h a t h as b e e n f o u n d in Rammers' research(1928, 1929) which shows l i t t le or no r e l a t i on -ship betwe en the ratings of teachers and sex ofthe s tudent ra te rs , or re la t ionsh ip be tween thesex of the teachers and the ratings received .The present research has a rather lowco r re la t io n (rho va lue o f 0.044) w i t h th e resultof Miron and Segal (1978). The di f fe rence maybe due to the social an d cultural variation of thesubjects involved and th e acade mic level of thesamples in the two studies. It may also be due tothe percept ion of loca l s tudents on the educa-tional aim w hich is mainly for passing theexaminat ion . A s a result , students neglect otheraspects of education. Such students have acomm on view on a good teacher as the one whoca n produce high passing rate in examinat ions . Infact, the y neglect the more impo rtant aspects ofeducat ion , such as mora l .educat ion and c i t i zen-ship training.In the presen t study, as for the perceptiono f th e most-l iked teacher, th e subjects placegreater emphasis o n the importance o f teacher 'spresentation of kn ow l e dg e and his personal i ty .For the perception of an ideal teacher, th esubjects consider the ability to stimulate intellec-tual curiosity, to develop thought process, and tohave good relationship with students as import-ant qualities. Thus it differs from the result ofMiron an d Segal's study which emphasizedinteres t ing presenta t ion o f materials, prepara-t ion o f materials, preparation an d organisation o f

lessons an d lucid expression of ideas.A rating of a teacher is not equivalent todetermin ing the teacher 's instructional com-pe tence , i.e., th e ability to effect desired changes

in stud en ts. H ow eve r, i t does reflect some validi n fo rmat io n abou t teacher com petence as thisresearch does .

The percept ion of the most - l iked teacheran d the idea l t eache r foun d in this researchsupports th e research f indings o f m a n y fore-runners . I t seems tha t the co m petence of themost- l iked t e a c h e r and the ideal teacher is qui teuniveral . H o w e v e r , dif ferences in cultural an dsocial b a c k g r o u n d s m ay affect th e percept ion .Gage (1963) has poin ted ou t tha t ifteachers have learned ho w the s tudents w a n tthem to behave they would become more l iketh e student idea l . If this is t r u e , th e f indings o fth e present study should be usefu l fo r t eachered uca to rs who a im a t producing idea l t eachers aswell as for t eachers an d student - teachers w h ow a n t to be the s tuden t idea l .

Selected ReferencesBarr, A.S. Teacher ' s ef f ect iveness categories,

1948, cited in Teacher ef fect iveness and itscorrelates, in Barr A.S. (ed) Wisconsinstudies of the measurement an d predictionof teacher effectiveness, Wiscons in:Dam bar P u b l i ca t i o n , 1961 .

Barr, A.S. T eacher ' s ef fect iveness categor ies ,1948, ci ted in T each er e f f ec t i v en es s and itscor re lates , in Bar r , A.S. ( ed) Wisconsinstudies of the measurement an d predictionof teacher effectiveness. Wisconsin:D a m b a r P u b l i ca t i o n , 1961 .

B er l i n e r , D .C . Im ped i m en t s t o t h e s t u d y o ft each e r e f f ec t i v en es s , Journal of teachereducation, 1 9 7 6 , 2 7 , 5-13.

C o a t s , W .D. an d S w i e r en g a , L . S t u d en t pe r -cept ions of t eachers , The journal of educa-tional research, 1972, 65, 347-360.

Cortis, G. and Grayson, A . Primary schoolpupil ' s per cep t i o n s o f s t u d en t t each e r s 'per formance, Educational review, 1978,3 0 , 9 3 - 1 0 1 .

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Cheung Kwok-lun & William J. F. Lew The Criteria of Teacher CompetenceDavidoff , S.H. Th e d e v e l o p m e n t of an instru-

m e n t d e s ig n e d to se c u r e s t u d e n t a sse ssm e n to f t e a c h in g b e h a v iou r s t h a t cor re late w i t hobjec t ive m e a su r e s o f s t u d e n t a c h i e v e m e n t ,Th e School Distr ic t o f Phi lade lph ia , Officeof Research and Evaluat ion , 1970, c i ted inJ . D . M c N e i l an d W . J . P op h a m A sse ssm e n to f t e a c h e r c o m p e t e n c e , in R . H . W . Travers(ed. ) Second handbook on research onteaching, Chicago: R a n d McNal ly , 1973.

Do yle , K .L. J r . and Wh ite ley , S.E. Stud entratings: Criteria fo r e f fec t ive t e a c h in g ,American research journal, 1974, 11 ,25 9 -27 4 .

D u n k in , M . S . a n d B id d l e , B J . The study ofteaching, N e w Y o r k : H o l t , R i n e h a r t an dW inston , 1974.Fr e y , P . W . an d L e on a r d , D . W . S tu d e n t r a ti n g s o finstruction: val idat ion research , Americaneducational research journal, 1975, 12 ,435^77.

Hasle t t , B.J . Dimensions o f teach ing effeci tve-ness: a s tu d e n t p e r sp e c t iv e , Journal ofexperimental education, 1976, 44, 4-10.

J a m e s , G. and C h o p p i n , B . T e a c h e r s for to-m o r r o w , Educational research, 1 9 7 7 , 19 ,184-191.

K a y , P . M . M e a s u r e m e n t te c h n i q u e s : w h a t w eh av e an d w h a t w e n e e d , in W . R . H o u s to n( ed ) , Exploring competency based educa-tion, Berke ley , Calif.: M c C u tc h a n , 1 9 74 .

K u h n , T.S.TVie structure of scientific revolution,Chicago: University of Chicago Press, 1970.L e w , J.F. Teaching and the teacher ' s personal i ty ,Edcuation journal, 1977, 6, 6-20.

M ed l ey , D . M . Teacher competence an d teachereffectiveness, W a sh in g ton : A m e r ica nAssociation o f Col lege fo r Te a c h e r s Ed u c a -tion, 1977.Meighan , R. Children's j u d g e m e n t s o f t h e t e a c h in gperformance of s tuden t teachers , Educa-tional review, 1 9 7 4 , 2 7 , 5 2 - 6 0 .

Miron , R. and Segal, R. "The good un ive rs i tyteacher" as perceived by the s tu d e n t s ,Higher education, 1978, 7, 27-34.

Mitze l , H.E. Teacher e f fec t iveness , in Harris C .W .(ed). Encyclopaedia of educational

research, N e w York: MacMil lan , 1960,1481-1485.O'Co nno r , M. Ch i ldren ta lking abo ut teachers , inK e m b l e , B. ( e d ) Fit to teach, L o n d o n :Hutch ison Educat iona l L td. , 1971.

Pu rdue ra t ing scale for instruction, 1950, cited inGag e , N . L . ( e d ) Handbook of research onteaching, Chicago: Rand McNal ly , 1963.

Quirk , T.J ., W it ten , B.J . and W einberg , S.F.R e v i e w o f studies of the c on c u r r e n t an dpred ict ive validity of the n a t ion a l t e a c h e re x a m i n a t i o n s , Review of educationalresearch, 1 9 7 3 , 4 3 , 89-113.

R a m m e r s , H . H . R a t i n g m e t h o d s in research o nt e a c h e r , in G a g e , N . L . ( e d ) Handbook ofresearch on teaching, Chicago : R a n dMcNal ly , 1963.

R a y d e r , N.F. Col lege s tuden t ra t ings of ins truc-tors , The journal of experimental educa-tion, 1 9 6 8 , 3 7 , 7 6 - 8 1 .

R ose n sh in e , B. The stab i l i ty o f t e a c h e r e f fec tsu p o n s tu d e n t a c h i e v e m e n t , Review ofeducational research, 1970, 40, 647-662.

St a n f o r d t e a c h e r c om p e te n c e a p p r a i sa l g u id e ,1959, cited in Ston e s , E. and Morris, E.Teaching practice: problems and perspec-tives, 1973.

Th om p son , B . L . Se c on d a r y school pupils 'a t t i tudes to school and teachers , Educa-tional research, 1975, 18 , 12-66.

T u c k m a n , B . W . , F o r m a n , N . a n d H a y , W . K .Teacher innovat iveness: a funct ion o ft e a c h e r personal i ty and school environ-m e n t , 1971, c i ted inC antre l l , R.P. , Stenn er ,A.J. , and K a t z e n m e y e r , W . G . T e a c h e rk n o w l e d g e a n d correlates o f s t u d e n ta c h i e v e m e n t , Journal of educationalpsychology, 1 9 7 7 , 6 9 , 1 7 2-1 7 9.

V e l d m a n , D . J . an d P e c k , R . F . S tu d e n t t e a c h e rcharacteristics from the pupi ls ' v iewpoin t ,Journal of educational psychology, 1963,54, 346-355.

V e l d m a n , D . J . an d P e c k , R . F . Th e pupi l obser -vat ion survey: teacher characteristics f romth e students ' v iewpoin t , Er ic Ed . 055980,1967, c i ted in D er ton , J . J . , Calarco, J .F.an d Johnson, C.M. Pupi l percept ion of as tu d e n t t e a c h e r ' s c om p e te n c e , Journal of

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C U H K Education Journal Vol. 9 No. 1, 1981educational research, 1 9 7 8 , 7 1 , 180-181. ^S0T35J 9 ) -frM : ffiffi 1971,

V e l d m a n , D.J. an d P e c k , R.F. In f l u en ces o f pupil 104-120H evaluations o f student teachers, Journal ofeducational psychology, 1969, 60, 103- M r. Cheung Kwok L u n i s lecturer, S ir Robert

Black Col lege o f Education.D r _ William J > F > is Lec tu re r in Educatior i j

C U H K .

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Teacher Competency