New research from academics in Sydney is redefining teacher quality, highlighting the personal traits that distinguish great educators beyond academic results or formal qualifications.
The research was led by Professor Alyson Simpson and Associate Professor Wayne Cotton at the University of Sydney and Dr Rachel White at Western Sydney University (WSU).
“Teacher quality matters because it enriches the learning experience of students,” said Professor Simpson, Professor of Education in the Sydney School of Education and Social Work.
“Our study is a world-first, evidence-based framework of qualities that contribute to the make-up of a great teacher and can be used to support pre-service teacher education and in schools for teachers’ personal development.”
The research identified 50 indicators of quality that contribute to teacher excellence, including traits which cannot be taught in formal training or measured by student results. These personal qualities reflect the depth, resilience, and humanity required to thrive in one of society’s most vital professions.
“We’re looking at the person that the teacher needs to be, not just the act of teaching,” said Professor Simpson.
“This research is trying to help people understand what the job of a teacher entails. Some people think you turn up at nine and go home at three and you’ve got great school holidays. But being a teacher is so much more than that.”
Published in the new book What’s the evidence? An investigation into teacher quality, edited by Dr White and Professor Simpson, the research challenges conventional thinking by shifting the spotlight from student test scores to the role of the teacher and the heart of the teaching profession.
Rather than focusing solely on student outcomes, it explores the broader personal and professional qualities that define effective teaching in contemporary Australia’s education system.
Ten of the traits identified as making a difference to teacher quality include:
- Reflection – deep thinkers who learn from experience
- Resilience – able to work through challenges
- Adaptability – flexible in the face of change
- Motivation – driven to succeed and inspire
- Respect – considerate of their educational community
- Patience – understanding and tolerant
- Clear Communication – skilled at explaining ideas
- Collaboration – effective team players
- Ethics – guided by integrity
- Persistence – committed to supporting students over time
The study is the result of a three-year collaboration supported by the NSW Department of Education, with a broader goal to ensure student teachers are fully prepared for the classroom once they graduate. It involved 548 participants, including teachers, education experts, professional association leaders, and recent graduates from initial teacher education programs.
Dr White, lead editor of the book and Senior Lecturer in the School of Education at WSU, emphasised the importance of rethinking how teachers are supported.
“If we want great teachers for Australian students, we need to consider what we believe is valuable about our profession and examine how we can better support and develop these qualities.”
Associate Professor Cotton in the Sydney School of Education and Social Work said: “This work gives us an evidence-based foundation to reshape how we support and prepare teachers, from initial teacher education through to the professional development of principals. If we’re serious about teacher quality, we need to look beyond content knowledge and focus on the personal and relational traits that underpin great teaching.”
“Teachers are highly valued as individuals, yet teaching is poorly understood as a profession,” said Professor Simpson. “This research provides a new lens through which to view and support the people who shape our future generations.”
Declaration
The study described in the book was funded by the New South Wales Department of Education. The views expressed in the book are the authors’ and do not necessarily reflect those of the New South Wales Department of Education.
