Qatar: What makes an effective teacher?...responses were coded, resulting in a final list of 32...

Qatar:What makes an effective teacher?SER IE S 5 O F 2 3

Table of ContentsExecutive Summary ....................2

Overview ......................................7

What We Learned .....................16

What Surprised Us ....................39

What Our Findings Mean .........43

Sources .......................................47

Appendix ....................................50

Executive Summary

2 | Qatar: What Makes An Effective Teacher?

Executive Summary

The quality of an education system cannot exceed the quality of its teachers.

BARBER & MOURSHED, 2007

AcknowledgementsSpecial thanks to Sue Mainey, Amanda Collins, Mariam Ghaziri, and Katie Miller of Pearson Middle East for their support of and feedback for this work.

We would also like to thank Ashley Peterson-DeLuca, Laurie Forcier, Mark Griffiths, Brad Ermeling, Dan Murphy, Maryam Mosharraf, Helen Honisett, and Rachel Brujis from Pearson, for their thoughtful reviews and feedback on this series.

Katherine McKnight, PhDPearson

John Graybeal, Jessica Yarbro, & Lacey Graybeal, George Mason University

Decades of research make it clear: teachers make a difference in student learning. In fact, Stanford University economist Eric Hanushek (1992) has noted that the difference between a good and a bad teacher can be a full level of achievement in a single school year. Given the strength of these findings, nations around the world recognize that in order to improve educational outcomes and equity they must focus on effectiveness of teachers. A critical step toward achieving that goal is for individual countries to identify the competencies required for effectiveness and use them to inform teaching standards, pre-service teacher preparation, professional development programs, and performance evaluations. To make an impact, those systems and processes will need to be based on a common understanding of what it means to be an effective teacher within each country.

Oxfam’s international study of teacher competences and standards concludes that in order to build that common understanding, it is “absolutely necessary that the question as to what is considered a quality educator is investigated among stakeholders” (Bourgonje & Tromp, 2011, p. 145). Giving stakeholders a voice not only allows us to understand how they think and feel about a topic; it provides an opportunity to help frame important policy decisions that directly impact their lives. Pearson is therefore surveying learners, teachers, principals, education researchers, policymakers and parents in 23 countries regarding their perceptions of what it takes to be an effective teacher. Pearson is comparing the views expressed by these stakeholders with both current government teaching standards and research on effective teaching.

Executive Summary


This report, the fifth in the series, summarizes the results of the survey conducted in Qatar, where the government has been working to provide a high quality education to all children, yet still faces significant struggles in developing and training teachers to deliver high quality instruction. In the global report, 23 participating countries are compared not only across stakeholder groups, but by country as well.

The SurveyTo learn the top qualities education stakeholders in Qatar seek in their teachers, we administered surveys in Doha (see Figure A1 in the Appendix). The stakeholder groups include:

• Students ages 15-19 • Parents of K-12 students • K-12 teachers • K-12 administrators • Education researchers and policymakers

Respondents were asked to list, in their own words, between three and fifteen qualities that they feel are most important in making an “effective” teacher and to indicate what type of teacher, by subject(s) and grade level(s), they were thinking about while creating their list. The survey did not define “effective” for respondents, other than that it meant “good,” allowing respondents to define what an effective teacher meant for themselves. We developed a coding system to categorize responses based on prior research about competencies of effective teachers. This coding scheme was reviewed by teachers, principals, education policymakers and researchers and revised iteratively as additional responses were coded, resulting in a final list of 32 categories.

The Most Important Qualities of Teachers in QatarWe found some consistency in how the groups of surveyed stakeholders responded when they were asked to list between 3 and 15 of what they believed to be the most important qualities or competencies of effective teachers. The most common response across the full sample was that effective teachers need to build trusting, compassionate Relationships with their students. It was the first, second or third most common response for each of the stakeholder groups, and also the most common response when comparing data representing government and private schools; teachers of kindergarten, primary and secondary grade levels; and males and females. Ultimately, the survey results reaffirm the notion that, at its foundation, teaching is about trusting relationships between teachers and learners that foster learner success, as these communities define it.

Executive Summary


The second and third most common responses across all stakeholder groups were Subject Knowledge and ability to Engage learners in learning. Subject Knowledge was expressed as deep and thorough understanding of the content, in order to select what topics to teach and to address student misunderstandings. Ability to engage learners addresses the content the teacher selects and the methods used to motivate students to learn.

When the responses of all stakeholder groups are combined, the other seven categories in the Top 10 qualities or competencies mentioned, were in descending order:

• Pedagogical skills and methods (Teaching Skills)• A patient, caring, and kind personality (Patient, Caring)• Professionalism• The ability to make content and ideas clear for learners (Make Ideas Clear)• Knowledge and understanding of learners (Know Learners)• Dedication to teaching • Intelligence

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10

Ability to Develop Trusting, Productive Relationships

Professionalism

Subject Matter Knowledge

Ability to Make Ideas and Content Clear

Engaging Students in Learning

Knowledge of Learners

Teaching Skills/Pedagogical Practices

Dedication to Teaching

Patient, Caring, Kind Personality

Intelligence

Most Important

Qualities of Teachers

in Qatar

Executive Summary


Six of the Top 10 most frequent responses for each group of stakeholders were shared by all groups. Additionally, the responses of stakeholders associated with public and private schools were remarkably similar: they shared 9 of the same Top 10 response categories. Similarly, for the grade level of the teacher the respondents were addressing (kindergarten, primary or secondary), nine of the Top 10 categories were the same.

The categories of qualities mentioned most often across the entire sample reflect how strongly education stakeholders in Qatar value not only the knowledge and skills a teacher possesses, but also dispositions of care (relatedness, responsiveness) and character (responsibility, trustworthiness) in their teachers. There is research that supports the link between these dispositions, teaching effectiveness, and learner outcomes. What was notably missing from the most frequently reported survey responses from the educators (principals, teachers, and education researchers and policymakers) was the importance of knowledge and use of Assessment to evaluate and track student progress, Challenging ALL learners with a rigorous curriculum, as well as Planning learning tasks and instruction. This is particularly troublesome for educators, education researchers, and policymakers, given the central role of these tasks in supporting student learning. In fact, Wiliam (2007) and others suggest that the ability to consistently assess student learning progress and adjust instruction accordingly is the single most important aspect of teaching practice to enhance student learning. Keeping Families updated on student progress was also surprisingly rarely mentioned, not only by parents but by all stakeholder groups.

The qualities mentioned most often reflect how strongly Qatar values not only the knowledge and skills a teacher possesses, but also dispositions of care and character in their teachers.

Executive Summary


Using These Results to Improve Teaching Practice in QatarWe recommend that the results of this survey be used to inform and guide the definition of what it means to be an effective teacher in the teaching and learning culture of Qatar. Given the stakeholders’ emphasis on the importance of teacher-student relationships, teacher training programs could place greater emphasis on dispositions that stakeholders believe are essential for effectiveness—e.g., patience, care, and relatedness. The programs could assess these qualities in candidates, counsel candidates on career fit and provide training to improve teaching dispositions in future teachers. Given the challenges in recruiting, developing and retaining teachers who are not only qualified but passionate and dedicated to their work, adding quality programs for developing the key dispositions that support and enhance student learning seems to be an important step in improving the teaching workforce in this country. As other researchers have noted, focusing on improving the social relationship that is at the heart of student learning should lead to improvements in a wide range of student outcomes in schools.

Likewise, training programs may want to emphasize the knowledge and skills that were mentioned less frequently but have been shown to be critical to effective teaching and student learning, such as regular assessment of learner progress; planning meaningful learning tasks and instruction, aligned with the learning objectives and with how students learn; regular communication with families about student progress; and collaboration with colleagues.

While this research identifies many different qualities and competencies of effective teachers, we caution against using the results to generate a checklist approach under the misguided belief that there is a single winning pattern of competencies to be an effective teacher. Finally, it cannot be overstated that to be effective teachers, the work conditions and environment, first and foremost, must be well managed. School context and community culture have a profound influence on the way different teacher roles and competencies are understood, prioritized, and practiced.

School context and community culture have a profound influence on the way different teacher roles and competencies are understood, prioritized, and practiced.


What makes an effective teacher? By whose definition? With the global focus on improving the quality of the teaching workforce, identifying the qualities of an effective teacher, and the accompanying competencies required, is a critical first step. Many countries are in the process of developing or revising their teacher evaluation systems, teaching standards, pre-service teacher preparation, and/or in-service teacher training programs. To make an impact, those systems and processes will need to be based on a common understanding of what it means to be an effective teacher, with a set of standards reflecting the expected knowledge, skills, attributes, and other competencies. An important decision for preparing, training, and evaluating teachers is how the standards are developed and by whom (e.g., Bourgonje & Tromp, 2011; OECD, 2013).

Oxfam’s international study of teacher competencies and standards concludes that it is “absolutely necessary that the question as to what is considered a quality educator is investigated among stakeholders” (Bourgonje & Tromp, 2011, p. 145). It is often the case that those who are most directly impacted by the set of competencies and standards—e.g., the teachers themselves, their learners, learners’ families, and school principals—have little say in defining which features of effective teachers are valued most.

In response to these concerns, we undertook this study to understand what key stakeholders in school systems from around the world value as the most important qualities of an effective teacher. Our focus was to compare the perspectives of the following sources regarding these qualities:

1. Key education stakeholders (learners, parents, teachers, principals, education researchers, and policymakers);

2. The government (reflected in national teaching standards); and

3. Research on effective teaching

This report summarizes what we found in Qatar.1

Overview

1 There are 23 countries participating in this survey, listed in Table A1 in the Appendix of this report.


Our Study We engaged Dashboard Marketing Intelligence, an international marketing research firm, to collect the survey data from the six stakeholder groups (see Figure 1). Individuals with expertise in the Qatari education system reviewed the survey wording in Arabic and the sampling plan.

Along with demographic items (e.g., respondent’s city, gender, school, or job experience), participants responded to two key items:

1. List a minimum of three and a maximum of fifteen of the most important qualities of an effective (good) teacher.

2. Indicate the type of teacher you are thinking of as you create the list.

For the second part, we provided a matrix of grade levels and subject areas taught. This allows us to examine whether the list of qualities differs for different grade levels and subject areas. It is important to note: we did not provide a list of qualities for respondents to endorse; we asked them to list their own, in their own words, so as not to influence results.

Overview

Figure 1. Key stakeholders surveyed

AdministratorsTeachers Students

ParentsResearchers Policymakers


The study was driven by the following set of research questions:

Figure 2 summarizes the methods we used for data collection. More detailed information is in the Appendix of this report, including data collection and sampling methods (Tables A1 and A2); area surveyed (Figure A1); coding of survey responses (Table A4); and who we surveyed (Figures A3 – A7).

Overview

What do different stakeholder groups regard as the most important qualities of an effective teacher?

Do these qualities differ by context?

How do these qualities align with teaching standards research on teacher effectiveness?

Figure 2. Summary of survey methodology

* Note: ESOMAR is an international organization that promotes the value of market and opinion research to inform decision-making. Their guidelines for ensuring high quality data and rigorous methodology are found at www.esomar.org

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2.

3.

Locals helped with survey wording, Arabic translations

Sampling plan via Dashboard Marketing Intelligence

Computer-assisted in-person & telephone interviews, online survey

Data quality checks per ESOMAR guidelines

Trained data coders & conducted random quality checks


Overview

Qatar’s Education SystemQatar, a Gulf State on the Arabian Peninsula, gained independence from its protectorate status from Britain in 1971 after 55 years. A large proportion of their population is made up of expatriates. In 2014, estimates indicate that only 12% of the population is made up of Qatari nationals, while a larger proportion is Indian and Pakastani.2 Qatar has the highest per capita income in the world.3 Moreover, the UN report on human development classifies Qatar in the “very high” category and it is the most advanced Arab state (UNDP, 2015).

As of 2009, government provided education is compulsory for citizens from kindergarten through high school. Grade schools in Qatar are divided into Primary (Grades I-VI), Preparatory (Grades VII-IX), and Secondary (Grades X-XII) institutions. For secondary school, students may attend either a general, commercial, or technical institution, and need to pass a final exam in order to obtain a secondary certificate. The gross enrollment for secondary schools has been steadily increasing from 91.5% in 2007 to 111.6% in 2011, with more females than males enrolled every year.4 Part of this may be a reflection of the rising enrollment of children of expatriates (Qatar General Secretariat for Development Planning, 2011). In a report by the SEC (2014), non-Qatari students make up 44% of the enrollments in Qatar’s K-12 schools.

Qatar’s education system has undergone substantive reformation in recent years. In 2002 the Supreme Education Council (SEC) was established to govern the education system. The SEC oversees three subdivisions: the Education Institute, the Evaluation Institute, and the Higher Education Institute. For K-12 education, the Education Institute oversees many areas including monitoring and supporting independent schools, establishing curriculum standards, and governing professional development programs for teachers and administrators. The Evaluation Institute focuses on comprehensive national exams, school evaluations, and teacher licensures. Further reform was initiated by the Education for a New Era Act, which focused on the development of independent schools in Qatar. By 2009, the remaining schools and personnel that were part of the Ministry of Education were consolidated into the SEC and the public schools were all transitioned into independent schools (UNESCO IBE, 2011). As of 2013, Qatar had 178 state-funded independent schools with autonomy to hire their own staff and to adopt their own teaching methods (Alpen Capital, 2014). These independent schools comprise 24.7% of the total schools in Qatar, whereas semi-independent schools comprise 21.1%. Qatar also has three types of private schools: Arabic schools offering a Qatari curriculum, international schools offering a foreign curriculum, and embassy-sponsored community schools largely serving expatriates.

2 Information accessed January 11, 2016 from http://www.bq-magazine.com/economy/2013/12/population-qatar3 Information accessed January 11, 2016 from http://statisticstimes.com/economy/projected-world-gdp-capita-ranking.php4 Data obtained from http://www.uis.unesco.org/DataCentre

In a report by the SEC (2014),non-Qatari students make up 44% of the enrollments in Qatar’s K-12 schools.


Overview

In 2008 the National Vision 2030 envisioned building a new “world-class education system.” By 2011, the National Development Strategy 2011-2016 built on the ongoing reforms with the emphasis of three themes in regards to the education system: quality; equity and inclusiveness; and portability and mobility (Qatar General Secretariat for Development Planning, 2011). These themes were incorporated into a 10-year Education Strategic Plan aligned across all stakeholder groups to implement educational development.

Despite the funding and focus on improving education in Qatar, student academic performance nationwide is still lagging. Although students showed improvements from previous test results, participation in the international PISA 2012 test ranked them at the bottom of the list of 65 participating countries, below their regional as well as international peers (OECD, 2014; see Figure 3). More than two-thirds (68 percent) of Qatar’s students failed to pass the basic PISA levels in math and science, despite high school enrollment rates of approximately 98 percent. Additionally, out of the 47 countries assessed for the summer report, Qatar’s private school students had the biggest advantage over their state peers, with a 108-point differential – putting the nation at the bottom of the table in terms of education equality. Results also showed that state-educated children were three years behind their private school peers in math ability (Walker, 2015).

Figure 3. Qatar’s performance on PISA 2012

Note: The graph shows the top performing (Shanghai) and OECD average for PISA 2012, as well as the highest scoring country in the region (UAE) for comparison. Source: OECD (2014).

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OECD avg

UAE

Shanghai

Qatar

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Despite the funding and focus on improving education in Qatar, student academic performance nationwide is still lagging.


Overview

According to the OECD (2015) report, Qatar figures in the Top 10 countries with the most potential for economic growth. The current GDP could increase by more than 1,000 percent over the lifetime of its students if Qatar improves its education system and raises achievement levels. According to the report, these reforms would be worth around $3.6 trillion. Figure 4 summarizes some key information about Qatar’s education system.

Teacher PreparationTraditional routes to teaching in Qatar include the usual requirements of a Bachelor’s degree in education or a diploma in Primary education. For Preparatory and Secondary teachers, the requirement is a Bachelor’s degree in education plus a specialty area in math, science, English or Arabic. They can also have a regular Bachelor’s degree along with a diploma in Preparatory/Secondary education. Experience teaching for 2-3 years along with the necessary degrees is acceptable, and likely in place for non-Qatari nationals who come from education systems outside the country, such as India or Saudi Arabia (UNESCO-IBE, 2011).

In 2004, the SEC launched a new teacher preparation and certification program, developed in collaboration with the University of Qatar and the Texas A&M University in the United States, as part of Qatar’s comprehensive education reform (SEC, 2004). The program involved intensive English language as well as teacher preparation training. This one year program was open to anyone with a Bachelor’s degree, teachers working five years or less, or individuals interested in becoming teachers, with preference given to Qataris.

Figure 4. Education statistics in Qatar

Note: Data are from the World Bank (www.worldbank.org); SEC Evaluation Institute Annual Report 2013-2014 (SEC, 2014); Alpen Capital (2014).


Overview

The program was aimed at preparing teachers for teaching in independent schools. After one year, the program was discontinued due to operational issues (RAND, 2007).

A professional license is required for teachers to practice in all independent, private, Arabic, and International schools in Qatar (SEC, 2012). Teachers must submit an electronic portfolio that shows evidence of meeting professional standards as specified by the SEC (see below).

Teaching Standards From the education reform efforts of the Education for a New Era program, national curriculum standards were developed, accompanied by the Qatari National Professional Standards for School Teachers and Leaders (SEC, 2007). The standards were developed by Education Queensland International of Australia, with input from stakeholders in- and outside of Qatar, and outline twelve standards for teachers depending on the stage in their career: entry level, proficient and advanced. There are 55 standards statements, aligned with 235 indicators identifying teacher actions for implementation. For each standard, the required knowledge, skills, and dispositions that support each of the practices are presented. The standards require teachers to focus on learning experiences and pedagogical methods (e.g., cooperative learning, use of technology), assessment, knowledge of students and subject areas, school-community relationships, and reflective practice for improvement. Later in this report, we align the standards with our survey results in Qatar (see Table 2, page 33).

The teaching standards also serve as a foundation for obtaining licensure in Qatar (Romanowski & Amatullah, 2014). With the help of a colleague who serves as a coach, teachers complete an online portfolio and provide evidence of meeting a specific standard. To obtain a license, the teacher’s portfolio must provide evidence for the necessary competencies for a given level (e.g., proficient).

In a study of 333 Qatari independent school teachers of their perspectives on implementation of the teaching standards, 37% believed that the standards provided a useful framework for improving teaching practice (Romanowski & Amatullah, 2014). Fifty percent, on the other hand, felt the standards were confusing, unclear, impractical, and repetitive. Only 20% reported a direct link between the standards and classroom practices.

In a study of 333 teachers on the implementation of the teaching standards, only 20% reported a direct link to classroom practices.


Overview

Challenges to Developing Effective Teachers in QatarDespite Qatar’s vast wealth and a focus on education system reform at both the K-12 and higher education levels, there remain multiple challenges to developing an effective teacher workforce. They include but are not limited to the following:

• Similar to its Arab Gulf neighbors, teaching is not currently considered a top career choice in Qatar and is undervalued by society as a profession, leading to low reinvestment of top graduates into the education system.5

• Also like its neighbors, the Qatari economy relies primarily on expatriates in skilled and unskilled positions; building expertise among Qatari nationals is necessary if education system reform is to take place (RAND, 2007; Qatar University, 2015). Evaluation of the post-secondary education system shows employment patterns in Qatar are linked to the welfare system, where government jobs (including teaching) are preferred for their benefits and uncompetitive nature. Three-quarters of Qataris work in the government sector, and females—although more educated than males—are more restricted in pursuing their careers because of cultural tradition (Qatar University, 2015).

• The education system has, until recently, been primarily for religious study. Shifting the focus to a more “modern” curriculum aimed at teaching knowledge and skills needed for today’s labor market is challenging. Shifting from outdated pedagogical approaches—e.g., teacher-centered, rigid rote-memorization—has been difficult (Qatar University, 2015).

• Recent research in Qatar’s schools concluded that renewed attention needs to be focused on student motivation; student interest in knowledge economies and aligned career goals with education plans; parental involvement in their student’s education both in home and in official school activities; and teacher and administrative sense of being valued by the SEC in educational reforms (SERSI, 2013).

• A large proportion of teachers in independent schools do not perceive the teaching standards to serve as a useful framework or to improve classroom practice (Romanowski & Amatullah, 2014).

• Language is a stumbling block: expatriates make up > 85% of Qatar and English is the desired language. Nevertheless, the SEC recently reversed the requirement for English as the language of science and math instruction, both in K-12 and higher education. There remain strong concerns that students will have trouble getting into prestigious international universities in- and outside of Qatar, because most teach in English. They are also at risk of experiencing decreased employment opportunities (Khatri, 2013).

5 See Teach for Qatar website, www.teachforqatar.org

Despite Qatar’s vast wealth and a focus on education system reform at both the K-12 and higher education levels, there remain multiple challenges to developing an effective teacher workforce.


Overview

Our survey research was conducted within a wide range of teaching and learning contexts in Qatar, some to which these concerns apply more than others. It is important that the system in which teaching and learning takes place is considered when defining what a teacher should know and be able to do (e.g., Pretorius, 2013). As research demonstrates, in “well-ordered” schools, teachers can take on the many roles expected of an effective teacher, while in schools struggling for resources, strong leadership, and so on, teachers may struggle just to manage classrooms, and sometimes, to show up to work. Therefore, when asking individuals to share what they value most in their teachers, we cannot forget about the education system and the context in which these responses occur. Results of this study should be considered with that context in mind.

It is important that the system in which teaching and learning takes place is considered when defining what a teacher should know and be able to do.


The main purpose of this survey was to elicit from a variety of key stakeholder groups what qualities they believe are most important for a teacher to be effective.6 Stakeholders included 150 students, 150 parents, 150 teachers, 50 principals, and 30 education researchers and policymakers, all from Doha. Most of the students (61%) were female, with a median age of 16 years, and 67% attended government schools. For parents, more than half (53%) attended school in India and 26% had post-secondary schooling. The teachers and principals were quite experienced and 37% (teachers) to 56% (principals) were trained in Qatar. About two-thirds (60% of principals and 67% of teachers) worked in government schools. Education researchers and policymakers were on average less experienced (median = 6 years on the job), and 87% were trained in Qatar. More detailed information about each stakeholder group is in the Appendix (Figures A3 – A7).

We asked survey participants to list a minimum of three and maximum of fifteen most important qualities of an effective teacher. The median number of responses was three for the entire sample, and for each group, and respondents provided up to eight.7

A description of how we developed the coding categories and a description of each can be found in Table A4 in the Appendix.

A key question driving this study was whether there were important differences in the qualities that different groups of education stakeholders value for a teacher to be regarded as effective, as reflected in our first two research questions (page 9). Therefore we compared the results by five stakeholder groups (we combined education researchers and policymakers due to the small numbers); government and private schools; grade levels of the teachers the respondent was thinking about; and gender of respondents.

To address our third research question, we compared what stakeholders viewed as the qualities of an effective teacher with the national teaching standards (SEC, 2007 for independent schools) and research on teacher effectiveness. We focused on international research aimed at identifying a set of competencies that could be applied globally for K-12 teachers, and on studies conducted in Qatar.

What We Learned

6 Because the term “effective” implies a person who is successful at producing an intended outcome, we let the stakeholders determine what the term ‘effective’ meant to them with respect to teachers and teaching. Note that the survey was given in Arabic.

7 It is important to note that within each response, multiple characteristics of an effective teacher were often listed; therefore the median value underrepresents the true value.


What We Learned

Top 10 Reported Qualities of An Effective TeacherIn Qatar, the Top 10 endorsed qualities across all stakeholder groups are illustrated in the heat map in Figure 5. The color spectrum ranges from red to green—the lowest to highest frequency of endorsement. To ensure a high response rate, we did not ask participants to prioritize or rank order the qualities they listed. Therefore we report the frequency by which each category was endorsed for the overall sample (“All”) and by stakeholder group. Although there were some differences between the five groups, their Top 10 lists were similar (as shown in Figure 17, later in this report).

Figure 5. Top 10 most important qualities of an effective teacher: Entire sample

Note: A description of each category is found in Table A4 in the Appendix. These are the Top 10 qualities for the entire sample, with frequencies by stakeholder group. Red reflects the lowest and green the highest frequency of endorsed categories.


Table 1 illustrates the top 3 reported qualities of an effective teacher for the overall sample, and their rank based on frequency of reporting, for each of the stakeholder groups.

Ability to Develop Trusting, Productive RelationshipsIt is clear from the results of this survey that stakeholders in Qatar strongly value the teacher’s ability to cultivate trusting, productive Relationships and relate to as well as mentor students. Relationships with students was reported either first, second or third most frequently across all five stakeholder groups. As our word cloud illustrates, encouraging and listening to students, and understanding and attending to their individual needs were some of the most common descriptors (see Figure 6). The importance of these relationships is further emphasized by the fifth most commonly reported category referring to a teacher’s patient, caring, and kind disposition.

Researchers have documented the link between learning outcomes and strong, collaborative relationships between teachers and learners (e.g., Zins et al., 2004; Singh & Sarkar, 2012; Gelbach et al., 2012). In a study by Gelbach and colleagues (2012) with Middle School students and teachers in the United States, the researchers found that as teacher/student relationships improved, teachers interacted more frequently with the students, and students finished the semester with higher grades. Moreover, the achievement gap between under-served and well-served students reduced by 65 percent.

What We Learned

Table 1. Stakeholder group rankings of top 3 qualities of an effective teacher for overall sample

Relationships Subject Knowledge

Patient, Caring

Students 1st 5th 3rd

Parents 2nd 1st 3rd

Teachers 1st 2nd 9th

Principals/Admin 1st 8th 6th

Education Researchers and Policymakers

3rd* 3rd* Not in the Top 10

* Note: Relationships and Subject Knowledge were mentioned equally frequently by the researchers and policymakers stakeholder group. See Figure 17 to see how the qualities rank by stakeholder group.


What We Learned

Teaching is characterized as a complex relationship between the educator and the learner, where teachers “know and respond with intelligence and compassion” to learners and their learning (Rogers & Raider-Roth, 2006). Barber (1995) refers to this relationship as part of the “unknown universe” of teaching:

…that crucial part of education that is to do with the classroom interaction of learner and teacher and with the extraordinary ability of teachers to generate sparks of learning, even in the most inauspicious of circumstances (p. 76).

Bransford et al. (2007) note that teachers need to be able to build productive, trusting relationships with students to create a safe, positive and productive teaching and learning environment.

Subject Matter KnowledgeSubject Matter Knowledge, the second most frequent category of responses for the sample, includes expertise in a given content or subject area as well as knowledge of the curriculum, learning objectives and/or standards in that content area (e.g., Leu, 2005; Bransford et al., 2007; CEPPE, 2013). Research supports the need for both subject matter and curriculum knowledge for effective teaching, along with strong pedagogical content knowledge. In fact, research linking teacher subject matter knowledge in math to student learning lead the National Mathematics Advisory Panel in the United States to conclude :

"Teachers must know in detail and from a more advanced perspective the mathematical content they are responsible for teaching and the connections of that content to other important mathematics, both prior to and beyond the level they are assigned to teach (U.S. Department of Education, 2008, p. 38)."

Figure 6. Ability to build trusting relationships

“ABILITY TO BUILD TRUSTING RELATIONSHIPS”

Encouragement should be given every time, even when performance of the student is poor! Teacher Should always be impartial to all students. Parent Affectionate and compassionate behaviour towards the students. Policymaker


What We Learned

Subject Matter knowledge knowledge was most frequently reported by parents and teachers. Figure 7 highlights the features of responses in this category.

Engaging Students in LearningThe third most frequently mentioned quality across all stakeholders is the teacher’s ability to Engage and motivate students to learn. Researchers talk about three types of engagement that are required for students to learn: cognitive, emotional, and behavioral (Fredricks, 2014). Research-supported (James, 2014) ways to increase student engagement include:

• making the learning activities meaningful for the students• helping students to believe they can master the learning• nurturing students’ sense of control over their own behaviors and goals• having students work collaboratively to learn• building positive teacher-student relationships• focusing on mastery learning instead of grades and exam scores

Teachers in this study valued the ability to engage students the most in their list of qualities, followed closely by students. Responses primarily focused on making content interesting and the teacher’s ability to motivate students to learn. Figure 8 highlights the features mentioned most in this category.

Figure 7. Teacher's subject matter knowledge

“SUBJECT MATTER KNOWLEDGE”

Vast knowledge of the subject. Parent Teachers should have a great subject knowledge so that children have a rich understanding in the subjects. Student A good teacher ought to have a comprehensive hold of the subject matter. Policymaker


The next most important qualities making up the Top 10 list for the sample show more variability across the groups (see Figure 9). These qualities focus on sets of skills and knowledge specific to teaching as well as dispositions important to any profession—e.g., professionalism, dedication. Figure 9 illustrates how each of the five stakeholder groups compares on these seven qualities.

What We Learned

Figure 8. Ability to engage students in learning

Figure 9. Top 4-10 qualities of an effective teacher

Note: Research & Policy = Education researchers and policymakers

TOP 4–10 QUALITIES BY STAKEHOLDER GROUP

0%

2%

4%

6%

8%

10%

12%

14%

Teaching Skills Patient, Caring Professional Making ideas, content clear

Knowledge of Learners

Dedication Intelligence

Research & Policy Parents School Leaders Students Teachers

“ENGAGING”

Her style of teaching was fun-filled and we had actually wanted to learn.. Student Capable of motivating each and every individual. Teacher A teacher should be able to keep the students at the edge of their seats! Parent


What We Learned

Teaching Skills/Pedagogical PracticesThe fourth most common set of responses across the sample reflects specific Teaching Skills, pedagogical practices or methods, including those related to specific subject matter. This set of competencies is sometimes referred to as general pedagogical knowledge (Turner-Bissett, 1999). There is a great deal of research on how specific teaching practices improve student learning. There are multiple reports from a variety of organizations globally that document research-supported instructional practices that support or enhance student learning. Practices such as collaborative learning, peer-instruction, problem-based learning, and other active learning strategies are some examples.

Although some respondents included specific teaching methods for a given content area (e.g., math), others provided general statements about teaching practices, such as using real life examples, moving beyond just the textbook, and helping all students to “clear the doubts” (i.e., master the fundamentals), before moving forward. There were examples of specific teaching methods from the educators in the sample, sometimes for specific content such as science or physical education, that were quite sophisticated. This category was most mentioned by researchers and policymakers, and least mentioned by parents. Figure 10 highlights the features of responses in this category.

Figure 10. Teaching skills/pedagogical practices

“TEACHING METHODS & SKILLS”

Assignments given were application oriented. Parent A good teacher should use more exercises and group activities to teach. Principal A way of teaching that uses practical experiments. Student on effective science teacher


Patient, Caring, Kind Personality“Patient, Caring,” defined as personality characteristics related to being a compassionate person, particularly with learners, is the fifth most frequently reported quality for the full sample. Parents and students mentioned this category most frequently. There is a significant body of research indicating that teacher dispositions are strongly related to student learning and development (Schulte et al., nd.). Several key dispositions include a caring attitude and sensitivity to student differences. There is also research on the impact of work environment, dispositions and burnout in teachers. Kokkinos (2007) found that work environment stressors, particularly management of student misbehavior and time constraints, were associated with emotional exhaustion and burnout in primary school teachers. In such situations, teachers are more likely to be emotionally detached and to become more cynical toward their students in order to avoid subsequent stress. However, dispositions such as sociability, were found to function as buffers. Figure 11 illustrates respondents’ ideas in this category.

ProfessionalismProfessionalism was the sixth most frequently reported characteristic of an effective teacher for the entire sample, and valued most by the parents in this study. This category has to do with workplace practices and responsibility as a professional (e.g., being respectful and honest). The majority of responses dealt with the teacher’s composure (e.g., “calm,” “polite”) and with being respectful, especially toward students.

What We Learned

Figure 11. Patient, caring, kind personality

“PATIENT, CARING PERSONALITY”

Students prefer teachers who are loving in nature. Student Patience is the biggest virtue a teacher could have. Parent A caring attitude has to be reflected at all times by the teacher. Researcher


Professionalism did not make the Top 10 list for either education researchers and policymakers or principals. The word cloud (Figure 12) illustrates the features for this category.

Ability to Make Ideas and Content ClearThe seventh most commonly reported quality across the entire sample was the ability to Make Ideas and Content Clear. This broad area addresses a teacher’s ability to make ideas and/or material clear and easy to understand, including orally and in written form. In the research literature, this is an essential skill for all teachers (Bransford et al., 2007; Harley et al., 2000). All stakeholder groups reported this competency nearly equally frequently and it was fifth in the Top 10 lists for the three educator groups. Figure 13 illustrates the features of this category.

What We Learned

Figure 12. Teacher’s professionalism

Figure 13. Teacher’s ability to make ideas and content clear

“PROFESSIONALISM” A good teacher is accountable. Parent

A teacher should be a model that the children look up to. So, an angry, temperamental teacher will just not do. Teacher Be calm and composed even in difficult situations. Policymaker

“MAKES IDEAS, CONTENT CLEAR”

If a topic is explained in the simplest way possible then it is helpful for us. Student Should be able to explain topics with great clarity. Principal An effective teacher should have good communication skills. Researcher


What We Learned

Knowledge of LearnersEighth most frequent across the sample of the most important qualities of an effective teacher, is Knowledge of Learners. This is a broad category that includes knowledge of the cognitive, social, and emotional development of all learners. Such knowledge includes an understanding of how students learn at a given developmental level; how learning in a given subject area typically progresses; awareness that learners have individual needs and abilities; and an understanding that instruction should be tailored to meet each learner’s needs. This broad set of competencies appears often in the research on effective teaching, underscoring the notion that instructional practices should align with what learning science tells us about how humans learn (Clark & Mayer, 2011; Dunlosky et al., 2013) and that “one size does not fit all” in teaching and learning (Bransford et al., 2007; Klem & Connell, 2004; Leu, 2005; OECD, 2013; Bourgonje & Tromp, 2011).

In Qatar, there were numerous comments about teachers providing individual attention, and attending to the learning needs of all, including the “weak” students, to ensure their progress. Respondents also frequently mentioned that teachers needed to ensure understanding for all students before moving forward. This category was seventh most frequent for parents and students, and ninth or tenth for the educators (principals, teachers, researchers and policymakers). Figure 14 illustrates survey responses regarding this category.

Figure 14. Teacher’s knowledge of learners

“KNOWLEDGE OF LEARNERS”

Should know learning ability of everyone in class. Student

Varying needs and interests make individual attention necessary. Parent

Must be able to understand every student. Principal


What We Learned

Dedication to TeachingDedication was the ninth most valued by the overall survey sample. It was the fourth most frequently cited quality by principals, seventh by teachers and ninth by students. It failed to make the Top 10 most frequent list for parents and researchers and policymakers. Dedication refers to a love of teaching or passion for the work.

Dedication reflects an individual’s intrinsic motivation. According to the popular book “Drive” by Daniel Pink (2011), intrinsic motivation is driven by an individual’s sense of autonomy or control over their own work and their own lives; the ability to learn and create new things; and the desire to improve oneself and make the world a better place. Like everyone else, for teachers to be intrinsically motivated to be effective in their work, these conditions of autonomy, mastery, and contribution to a greater good must be in place. It is commonly found in education systems around the world that the work environment in poorly functioning systems and/or schools does not meet these criteria, and teacher morale is low. In Qatar, the teaching profession is often characterized as attracting those who are looking for government benefits versus having a passion for the work, at least in government schools.

The features most frequently mentioned by stakeholders included being passionate about teaching and about students, working hard, and giving extra effort toward classes and students (see Figure 15).

Figure 15. Dedication to teaching

“DEDICATION”

Being passionate about teaching is the best quality of a teacher. Parent A good teacher should work hard and do their homework before coming to class, just as they expect us to do. Student A good teacher should teach as a passion, not a profession. Teacher


IntelligenceThe tenth most frequent, most valued quality of an effective teacher across the entire sample is categorized as the teacher’s Intelligence. This category reflects the teacher’s general intelligence (“smart,” “fast learner”); fund of knowledge (“excellent general knowledge,” “informed”); and critical and analytical thinking (“quick to problem solve,” “critical thinker”). Intelligence made the Top 10 list of all stakeholder groups except teachers and principals. Darling-Hammond (2010) reports that teachers with high effectiveness ratings show strong general intelligence and verbal abilities that support observation and thinking diagnostically, and organizing and explaining ideas. Figure 16 highlights the most common responses in this category.

Do Responses Differ by Stakeholder group?The first research question driving this study was whether the five different stakeholder groups differed in the qualities they valued most in an effective teacher. Figures 5 and 9 show how stakeholder groups compare on the Top 10 list for the entire sample, but not on their own Top 10 lists. Figure 17 compares the Top 10 most valued qualities for each stakeholder group.

As Figure 17 illustrates, trusting, productive Relationships between teachers and students was the first, second or third8 most valued quality across all stakeholder groups.

What We Learned

Figure 16. Teacher’s intelligence

8 Researchers and policymakers had a number of ties in frequency of reporting in their Top 10 list. Relationships tied with Subject Knowledge for third most frequently mentioned competency.

“INTELLIGENCE”

As a student, I want to learn under a teacher who knows a bit of everything. Student An intelligent teacher will find it easier to handle the questions/misunderstandings of the students. Researcher Intelligent teachers can judge students’ intentions immediately. Parent


What We Learned

Moreover, all groups shared the following six qualities in their Top 10 most valued qualities of an effective teacher:

• ability to develop trusting, productive Relationships

• deep Subject Knowledge/knowledge of content and the curriculum• effective Teaching Skills/knowledge and use of effective pedagogical methods• ability to Make Content and Ideas Clear • ability to Engage learners in their learning• Knowledge and understanding of Learners

Figure 17. Top 10* qualities of an effective teacher by stakeholder group

*Note: We provide the top 11 for researchers and policymakers and Principals, who reported two categories equally frequently in tenth place.


What We Learned

Additionally, students and teachers shared nine of their Top 10 most valued qualities, while principals and teachers shared eight of their Top 10. Only researchers/policymakers and principals specified the importance of teachers developing the students’ Non-Cognitive Skills (also known as 21st Century Skills, non-academic skills, etc.) in their Top 10. Recent research has emphasized the importance of these skills for preparing students for college and career success (Lipnevitch & Roberts, 2012). Several other notable differences among the stakeholder groups include the following:

• The teacher’s Use of Assessment to monitor student progress and drive instruction was rarely mentioned by any of the stakeholder groups with the exception of Researchers and policymakers, where it tied for the ninth most frequently mentioned quality of an effective teacher.

• The teacher’s Creativity in planning and delivering instruction made it in the Top 10 most frequent responses for researchers and policymakers and teachers, but not the other groups.

• The teacher’s general Intelligence, analytical/critical thinking, and problem-solving capabilities did not make it into the Top 10 for principals and teachers.

• The teacher’s Qualifications for the job, including preparation programs, degrees, experience and so on, was in the researcher/policymaker and principal’s Top 10 lists, but not in the others.

• The teacher’s ability to manage the classroom and create a productive learning environment (Classroom Management) made it into the Top 10 most valued qualities by parents and principals only.

In summary, the Top 10 most frequently mentioned qualities of an effective teacher were quite similar for all stakeholder groups in that they shared six of their Top 10, yet there were several notable differences in the reported qualities the groups did not share.

The Top 10 most frequently mentioned qualities of an effective teacher were quite similar for all stakeholder groups in that they shared 6 of their Top 10, yet there were several notable differences in the reported qualities the groups did not share.


What We Learned

Do Responses Differ by Context?The second research question driving this study was whether the qualities most valued in an effective teacher differed by context. We compared responses by the type of school (government and private) represented by the respondent; grade level (kindergarten, primary, secondary) of the type of teacher the respondent was thinking of; and gender of the respondent. All stakeholder groups except education researchers and policymakers indicated whether they or their children went to public (government funded) or private schools. Figure 18 compares the Top 10 qualities valued by those from government and private schools. Categories are color coded for ease of comparison. It is important to note that a small percent of the sample indicated “both” (2.2%).

As Figure 18 illustrates, government and private schools shared nine of the ten most frequent responses in slightly different order. Both groups valued the ability of the teacher to build trusting, productive Relationships with students more than any other quality.

Figure 18. Top 10 qualities by type of school

Note: Categories are color coded for ease of comparison. Education Researchers and policymakers were not asked to indicate government vs. private school and therefore their data are not included.


For grade levels, results were somewhat similar. Figure 19 shows results for the Top 10 categories across the sample, by the grade level, of the teacher that the respondent was thinking about.9 In many cases, the respondent was thinking of teachers of multiple grade levels—e.g., Kindergarten, Primary and/or Secondary teachers. All three grade levels shared eight of the Top 10 most frequent qualities reported—and for all, trusting relationships was the most valued quality. It is notable that for Kindergarten teachers, Knowledge of Learners is valued more frequently than for the other two grade levels, while Subject Knowledge is valued more frequently for Primary and Secondary teachers.

What We Learned

Figure 19. Top 10 qualities by teacher's grade level

9 For the primary grade level, there was a tie for tenth most frequent, so eleven categories are listed.


What We Learned

We were unable to make meaningful comparisons between content areas taught due to the high number of content areas and low number of responses representing them, even after combining conceptually similar areas. When data are available from all 23 countries, the sample sizes will make it possible to make these comparisons.

We also compared the responses of male and female respondents to assess if there were any important differences. Interestingly, 9 of the Top 10 most frequent qualities are the same between both genders, and they share the same top seven in the same order (see Figure 20). For both genders, the teacher’s ability to develop trusting relationships with students was valued most.

Do Survey Responses Align with Teaching Standards and Research?The third research question driving this study was whether stakeholders’ values regarding effective teachers align with the country’s teaching standards and how survey responses and teaching standards compare to what research tells us about effective teachers and teaching. Research on competencies of effective teachers is broad and often country-specific, therefore we focused primarily on studies identifying competencies to be

Figure 20. Top 10 qualities by respondents’ gender


What We Learned

applied globally to grade school (K-12) level teachers and research in Qatar.

As noted earlier in this report, the Supreme Education Council developed a set of standards for teachers in independent schools, called the Qatari National Professional Standards for School Teachers and Leaders (SEC, 2007). These include twelve standards, detailed further in 55 standards statements and 235 indicators identifying teacher actions for implementation. Table 2 aligns the 12 standards and their statements with our survey results.

National Professional Standards for Teachers Survey Results

Structure innovative and flexible learning experiences for individuals and groups of students (3, 7, 20)

Establishing learning goals and assessment criteria that reflect curriculum documents and school policies (7, 13, 17), and developing flexible and innovative learning experiences that align with these goals and the individual learning needs, preferences and styles of students (1, 3, 12). Communicating learning goals and assessment criteria to students and families (20, 25). Facilitating self-initiated, independent and collaborative learning while ensuring that all students actively participate, managing inappropriate behavior, and monitoring the effectiveness of classroom communication (6, 8, 9, 20, 31). Sharing evaluation data with colleagues to improve teaching and learning strategies, assessment practices and learning resources (14, 18).

1 Deep content knowledge, understanding of subject matter and curriculum

3 Creative, innovative

6 Engaging; motivating students to learn

7 Ability to plan meaningful lessons/ learning tasks/ instruction; organized

8 Ability to manage classrooms, create productive learning environments

9 Ability to make ideas & content clear; good communication skills; good speaking ability

12 Knowledge of how students learn & develop; personalize learning

13 Knowledge & use of assessment

14 Mindset & passion for continuous learning & challenging oneself to improve

17 Professionalism; knowledge & practice of duties & responsibilities

18 Collaborator; ability to work with colleagues

20 Pedagogical knowledge, skills & methods

25 Communication with parents, families

31 Teaching students skills necessary for college & career success/21st century skills; focus on non-cognitive skills

Table 2. Survey results aligned with Qatari National Professional Standards for School Teachers (SEC, 2007)


What We Learned


Use teaching strategies and resources to engage students in effective learning (6, 20)

Developing , customizing, using and evaluating a variety of teaching and learning strategies and resources that reflect the requirements of Curriculum Standards, and the needs of students, to engage students in effective learning (6, 7, 12, 14, 17, 20).







Foster language, literacy and numeracy development (31)

Reviewing personal Arabic and English, literacy and numeracy skills and facilitating the development of students’ language, literacy and numeracy skills through a broad range of teaching and learning activities across all teaching/subject areas (14, 20, 31). Determine students’ language, literacy and numeracy skills through a range of non-discriminatory assessment methods to inform the planning and implementation of learning experiences that adhere to Curriculum Standards (7, 12, 13, 17).








Table 2. Survey results aligned with Qatari National Professional Standards for School Teachers (SEC, 2007) (cont.)


What We Learned



Create safe, supportive and challenging learning environments (8, 11, 27)

Establishing learning environments that engage all students in purposeful and intellectually challenging learning experiences, encourage constructive, trusting and ethical interactions among teachers and students, enable students to manage their own learning and behaviour, and plan learning experiences in which students use higher-order and critical thinking skills (6, 7, 8, 11, 17, 20, 27, 31). Evaluate personal skills in behaviour management and adopt strategies to improve where necessary (8, 14).




11 Ability to build productive, trusting relationships, relate to, & mentor students




27 Maintains a challenging and rigorous curriculum for all students


Construct learning experiences that connect with the world beyond school (7, 20, 31)

Planning and implementing engaging learning experiences that build on students’ prior knowledge, life experiences and interests, establish linkages between key curriculum areas, and make connections between school programs , the world beyond the school and future options for students (6, 7, 12, 20, 31). Learning experiences are planned collaboratively to maximise opportunities for coordinating subject content, sharing resources and team teaching (7, 18).








What We Learned



Apply ICT in managing student learning (4)

Using ICT to plan, implement, and monitor teaching and learning strategies based on students’ learning needs that are designed to enhance student learning (4, 7, 12, 13, 20). Select strategies that support self-initiated, independent, collaborative and lifelong learning while ensuring equity and access for all students, as well as ensuring that all students actively participate; and managing behaviour (6, 8, 11, 31). Follow SEC and school policies for using ICT to manage information on student learning and share information with colleagues to inform future planning (13, 17, 18).

4 Knowledge & use of technology/ICT for teaching & learning











Assess and report on student learning (13)

Planning, conducting and reviewing student assessment, providing feedback on assessment outcomes and using assessment outcomes to inform program planning (7, 12, 13). Establish learning goals and assessment methods that are in line with Curriculum Standards and communicate them to students and families (7, 9, 25). Discuss strategies for meeting students’ learning needs with students, parents and colleagues (11, 18, 25).


9 Ability to make ideas & content clear; good communication skills; good speaking ability







What We Learned



Apply knowledge of students and how they learn to support student learning and development (12)

Applying knowledge of students and how they learn when planning student learning experiences, establishing learning environments that assist students to develop self-esteem and positive relationships with others, helping students to assess their personal futures, communicating with students’ families to support individual student learning and providing care and support for students while understanding the ethical and legal responsibilities to do so (7, 8, 11, 12, 17, 25, 31). Evaluate and improve personal skills in providing care and support for students, as well as assisting students to identify goals and establish plans (14).









Apply teaching/subject area knowledge to support student learning (1, 12, 20)

Establishing and maintaining teaching/subject area knowledge, applying knowledge of curriculum documents and support materials in the design of challenging learning activities, and using methods of inquiry and teaching/subject area standards of evidence to enhance student learning (1, 7, 14, 17, 27). Critical and creative thinking, decision-making and problem-solving skills are promoted by engaging students in formulating and testing hypotheses (6, 31).

1 Deep content knowledge, understanding of subject matter and curriculum







27 Maintains a challenging and rigorous curriculum for all students



What We Learned



Work as a member of professional teams (18)

For teachers in independent schools to become active members in school-based teams to maximize student learning opportunities and promote innovation (3, 18). Meet personal work-related goals that are consistent with the SEC and school policies while using ICT to manage work priorities and commitments (4, 7, 17). Positively act on suggested improvements for enhancing student learning (14).

3 Creative, innovative






Build partnerships with families and the community (25)

Involving families and the broader community in student learning, and successfully promoting the goals and achievements of the school (17, 25). Planning and implementing learning experiences that build on the knowledge and skills developed through the students’ family and community (7, 12).





Reflect on, evaluate and improve professional practice (14)

Utilize the National Professional Standards for Teachers and School Leaders when reflecting on professional practice, establishing professional learning goals, participating in learning and development activities, participating in the extended professional community and utilizing ICT to identify and access virtual learning communities and professional networks while meeting ethical, accountability and professional requirements (4, 7, 14, 17). Exchanging information, ideas and understandings about teaching and learning with colleagues to improve teaching and learning practice (14, 18).






Note: Numbers reflect the category codes used in this study, shown in Table A4 in the Appendix.


The key research questions driving this study were:

1. whether there were important differences in the qualities that different groups of education stakeholders value for a teacher to be regarded as effective;

2. whether context made a difference in the qualities most valued; and

3. the extent to which the qualities most valued aligned with the national teaching standards and with research on effective teachers and effective teaching.

Regarding research questions 1 and 2, we hypothesized that we would find important differences between what is valued by stakeholder groups (parents, students, etc.); for primary and secondary level teachers; for government and private school teachers; and perhaps, by males and females. Although we found some differences, we were surprised by the general consistency in findings. All stakeholder groups endorsed the importance of teachers building trusting Relationships and relating well to students, and it was the most valued competency for principals, teachers and students; second most valued by parents; and third most valued by researchers and policymakers. Moreover, the Top 10 lists for each group we compared—government and private schools, grade levels, and gender were remarkably similar; nine of the ten most frequently reported categories were the same, although they varied in frequency of reporting. And for the five stakeholder groups, they shared six of their Top 10 most valued qualities.

Regarding research question 3, we found that the survey responses were aligned well to the Qatari teaching standards as well as documented competencies of effective teachers and effective teaching practices in the literature. Researchers note that in order to support student learning, teachers need a complex array of knowledge and skills, based on what we know about how humans learn. Moreover, these requirements are changing in light of the types of knowledge and skills that nations and today’s learners require to survive and succeed (Darling-Hammond, 2006; Greenhill, 2010; OECD, 2013).

What Surprised Us

We were surprised by general consistency in findings: All stakeholder groups endorsed the importance of trusting relationships with students and shared six of their Top 10 most valued qualities.


What Surprised Us

Bransford et al. (2007) broadly define the areas of knowledge and attending skills required for effective teachers as:

• knowledge of learners and how they learn and develop within social contexts

• knowledge of subject matter and curriculum goals• knowledge of teaching, including subject matter, diverse learners, use of

assessment, and classroom management

In our study in Qatar, it was surprising to find that a small percentage of responses from the education professionals—teachers, principals, education researchers and policymakers—included specific knowledge and skills that are well understood to enhance student learning and that are emphasized in Qatar’s professional teaching standards (see Table 2 in the previous section of this report). Most notably, only 1.8% of principals’ and 1% of teachers’ responses addressed the teacher’s critical knowledge and use of assessment to monitor student progress; for researchers and policymakers, it was their ninth most frequent response. As Wiliam (2007) notes, “the single most important thing to change in teachers’ practice is minute-by-minute and day-by-day use of assessment to adjust instruction.” Less than 1% of all educators’ responses mentioned competencies related to the essential ability to plan learning activities, with none (0%) of the researchers and policymakers mentioning this critical skill, which is frequently documented in Qatar’s teaching standards. Additionally, no more than 1.2% of responses from educators addressed making learning challenging and rigorous for all students, in the belief that all can learn. According to research, establishing high expectations for all learners and believing that all children can learn reflect dispositions of effective teachers (Usher et al., 2003). Moreover, this competency is emphasized in Qatar’s professional teaching standards. And of the educators, only principals mentioned the importance of focusing on the learning process itself and “deeper” learning versus learning outputs such as exam scores and grades.

There was also little mention of important teacher behaviors within the school community, including taking on leadership roles and contributing to the profession (no more than 0.5% of principals’ and teachers’ responses) and working collaboratively with colleagues (only teachers mentioned this). Only principals (1.8% of their responses) addressed the important skill of connecting with families to keep them informed about their student’s learning and progress. Also surprisingly, only 0.4% of parents mentioned this competency. Working collaboratively with colleagues to improve teaching practice, and communicating regularly with families are both part of Qatar’s professional teaching standards.

It was surprising to find that a small percentage of responses from educators included knowledge and skills known to enhance student learning and emphasized in Qatar's teaching standards.


What Surprised Us

It is unclear if the infrequent endorsement of these categories by educators in this study is due to lack of training in or familiarity with at least some of these areas, or for other reasons. It is clear from research, education policy literature, and traditional as well as social media, that teaching in Qatar needs to improve, given the country’s poor performance on international assessments of student achievement (e.g., PISA, TIMSS) and challenges mentioned earlier in this report. The national professional teaching standards address all of these areas as key competencies for teachers. These concerns—along with Qatar’s efforts to improve the education system, both in K-12 and postsecondary—highlight the importance of strong teacher preparation and ongoing professional development in the dispositions, knowledge and skills required to support and enhance student learning.

ImplicationsIn 2001, Qatar hired RAND, the research organization, to help identify areas of need and focus for improving the nation’s education system. Poor student performance on international tests and problems hiring skilled employees in the business sector indicated that a large percent of students were not able to compete globally in necessary job skills for economic growth. As a result, the focus turned to several key areas for education reform, including the preparation and training of the teacher workforce (RAND, 2007).

In light of the documented challenges in Qatar’s education system, it is notable that the surveyed education stakeholders seem to value teacher dispositions of care (patience, compassion, relatedness) first and foremost, along with teaching-specific knowledge and skills. The importance of these dispositions may reflect an underlying belief that without them, a teacher’s subject matter knowledge and pedagogical skills will do little to help students learn and succeed. In fact, Ritchart (2002) characterizes teacher dispositions as the bridge between their abilities and their actions. Research tells us that when teachers create a safe and supportive learning environment, students are more motivated and consistently engaged. Creating a climate where students feel cared for, that they belong, and where they are free to take risks and make mistakes as they learn new material, is critical for productive learning to occur. As Figure 21 illustrates, it may be that these dispositions serve as a foundation for effective teaching (i.e., the base of the pyramid) supporting the requisite teaching-specific knowledge and skills as well as professionalism. In combination, these three domains of teacher qualities or competencies cultivate productive student learning.

Creating a climate where studentsfeel cared for, that they belong, and where they are free to take risksand make mistakes as they learn new material, is critical for productivelearning to occur.


What Surprised Us

Given the documented problems with attracting qualified, passionate individuals to teach, as well as some of the world’s highest teaching shortages (see Steer et al., 2014), it may be that teacher preparation and training initiatives should add a focus on the development of these critical dispositions of care and character, which are emphasized in Qatar’s professional teaching standards. Research demonstrates that teachers can improve in these areas through careful and purposeful training programs (Taylor & Wasicsko, 2000; Schulte et al., n.d.).

Figure 21. Hierarchy of valued qualities of an effective teacher

Professionalism, Responsibility

Knowledge and Skills

Compassionate, Trusting Relationships with Students


Bourgonje and Tromp (2011) argue that it is critical to formulate a clear definition of teacher effectiveness to meet the goal of placing an effective teacher in every classroom. “Effectiveness” in any field is defined as the ability to produce expected outcomes. The results from this survey can serve as a starting point for developing a shared definition of valued outcomes and therefore, effectiveness as it relates to teaching. The data reflect what stakeholders in Qatar value most regarding the qualities of an effective teacher. Research and literature on effective teaching supports these values. This is a good starting point.

Researchers acknowledge that the value of data is in their ability to help us to determine which questions to ask next. The value of our study is in the use of these results to shape the critical discussions needed for reviewing current pre-service and in-service teacher training, as well as hiring and teacher evaluation policies. The emphasis of stakeholders in Qatar on the ability of teachers to build productive, trusting relationships and serve as a mentor with students, suggests important areas for teacher preparation, professional growth, and evaluation. Similar statements can be made for other sets of knowledge and skills valued by the survey respondents and supported by research for improving student learning. Low endorsement rates by education professionals (teachers, principals, education researchers, and policymakers) regarding critical knowledge and skills for teachers, also suggests potential areas in need of emphasis for training and development.

Some potential areas for teacher training, development and evaluation include:

• Dispositions: Training in what are often referred to as “non-cognitive” factors, including social-emotional intelligence, to support teachers in building respectful, trusting relationships and a productive learning environment to enhance student learning. Improvements in these areas are particularly important in schools where corporal punishment is the norm, and teachers are demoralized. These skills have been linked to academic achievement and career success, and globally, business leadership training is now incorporating a focus on these kinds of skills to build successful leaders. In a recent post in The Atlantic, popular author and educator Jessica Lahey (2014) notes that “if we can figure out how to improve the social relationship that is at the heart of much of students’ learning, we should be able to improve a vast constellation of student outcomes in schools.”

What Our Findings Mean for the Qatar



• Content knowledge: Provide ongoing, teacher-driven, collaborative, often ‘just-in-time’ training to update relevant subject-matter knowledge. Given students’ poor performance on international achievement tests, there may be a need for improved teacher content knowledge. Materials can be obtained online, from peers, and/or from external subject knowledge experts such as scientists, engineers, etc. Knowledge transfer from the training to the classroom can be supported by a subject-matter expert coach. Research tells us that when teachers work with coaches, they implement 95% of what they learn in training sessions, whereas those who do not work with coaches implement about 10% of the training (Joyce & Showers, 2002).

• Pedagogy: Training in learner-centered, active learning strategies to help teachers shift focus from outdated rote learning and memorization to deeper learning and knowledge transfer. A focus on pedagogical practices aligned with how humans learn and develop, supported by research (when available), and driven by specific learning goals and objectives is key. Peer observations and modeling by a subject-matter expert coach will help teachers to implement new practices in the classroom.

• Planning instruction/learning activities: Training in how students learn specific content and their common misconceptions, can help teachers with the following: improve instructional planning; develop effective learning activities aligned to individual student needs; understand how to monitor student progress; and focus on the learning process itself versus passing exams. Researchers document that the ability to plan engaging, purposeful learning activities aligned with specific learning objectives is a critical skill that is central to effective teaching. Moreover, this is a skill that is emphasized throughout Qatar’s professional teaching standards (see Table 2). Research also indicates that lesson planning should be collaborative, with teachers in similar subject areas, and vertical (i.e., with teachers of lower and higher grade levels in the same subject areas). In our study, few educators in Qatar mentioned competencies related to planning instruction and learning activities.

• Assessment: Training in the development and/or use of assessments aligned with learning progressions to help to integrate lesson planning and instructional practices. The use of assessment for monitoring learner progress and facilitating learner control of their learning is a key competency in Qatar’s professional teaching standards. Moreover, research indicates the ability to constantly assess student learning and adjust instruction accordingly is the single most important activity to change in teachers’ practice (Wiliam, 2007). In our survey, surprisingly few educators endorsed this critical skill for effective teaching.



• Features of teacher training: Researchers note that teacher training in Qatar is “outdated.” Training that is teacher-driven, collaborative, job-embedded (versus single workshops, a.k.a. “one and done”), and supported by coaching or mentoring are research-supported features of effective training for improving practice. Training that emphasizes reflective practice focused on examining teaching practices and the impact on learning has also been demonstrated to positively impact teacher training and student learning outcomes (e.g., see McDougall et al., 2007).

Another important area of support for Qatar’s teachers includes a school climate and culture that supports effective teaching and learning. Kokkinos (2007), along with other researchers, found that strategies focused on improving school climate and culture can make a difference. Some potential areas include:

• Acknowledging and rewarding excellence in teaching. Research shows that when workers are not recognized for their contributions, and rewards are not based on merit, they become demoralized, less productive, and more likely to quit (e.g., see OECD, 2013). This can help to address concerns about low teacher morale and motivation among Qatar’s teachers.

• Identifying teacher leaders in the building, recognizing their contributions, and leveraging their talents to support their peers to improve practice. Teacher leadership helps to improve morale and raises the level of instructional excellence in schools where teachers share ideas and successful practices, and support each other. Given the variability in teacher preparation in Qatar, strategies using peer support to help enhance teacher practice can be helpful.

• Fostering productive teacher teams who are given protected time for examining instruction and learning outcomes, and developing strategies for improvement. This is a well-documented means for enhancing teacher professional growth and improving learner outcomes (Gallimore et al., 2009; Saunders et al., 2009). Stronger teachers can help support their less skilled peers. Building a culture in schools that supports this type of collaborative practice can take time, particularly in places where such collaboration has never existed or is not recognized as important.



Important ConsiderationsIt is important to note that like all research studies, this one has limitations in what we can interpret and conclude from the data we collected. We gathered data in Qatar from six stakeholder groups representing government and private schools, using a variety of methodologies. However, we cannot claim that this sample accurately represents the views of all members of each stakeholder group across the country. Moreover, because we asked respondents to generate their own lists of the qualities, their responses reflect what came to mind at the time of the survey. If given a list of qualities of effective teachers to prioritize, results might be different.

We caution against using these survey results to inform a checklist approach to defining effective teaching. Rodgers and Raider-Roth (2006) argue that teaching should not be reduced to a list of behaviors and skills that takes us further away from a clear understanding of what it means to teach. Teaching involves a multitude of factors that occur in a variety of ways, with many moving parts, and there is no single winning pattern of knowledge, skills, dispositions, and so on. Yet, as noted throughout this report, research indicates some common practices and shared understandings of what it means to be effective as a teacher. Results from our survey in Qatar reaffirm the notion that at its foundation, teaching is about relationships between teachers and learners that ultimately foster learner success, as these communities define it.

Finally, in light of our survey results and their potential use for driving teacher preparation, hiring, training, and/or evaluation, it cannot be overstated that to be effective teachers, the work conditions and environment, first and foremost, must be well managed. As others have noted, school context and community culture have a profound influence on the way different teacher roles and competencies are understood, prioritized, and practiced (Harley et al., 2000; Bourgonje & Tromp, 2011; Taylor, 2012).

In light of these concerns, we hope that the results of this study—reflecting the opinions of a wide array of education stakeholders in Qatar, representing government and private schools—will be used to inform and guide the definition of what it means to be an effective teacher in the context of the culture in which teaching and learning occur.

We hope that the results of this study—reflecting the opinions of a wide array of education stakeholders in Qatar, representing government and private schools—will be used to inform and guide the definition of what it means to be an effective teacher.


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Appendix

Participating Countries Data Collection AgencyVietnam

CimigoHong KongSingaporeJapanAustralia Helme ConsultingIndia Nielsen IndiaSouth Africa

Dashboard Marketing Intelligence

USACanadaMexicoArgentinaBrazilEnglandGermanyPolandFinlandUnited Arab EmiratesQatarSaudi ArabiaIranTurkeyMoroccoEgypt

Table A1. Participating countries


Appendix

Description Of Study MethodsDashboard collected data in the city of Doha in Qatar.

Figure A1. Area surveyed in Qatar

City %Doha 100.00

WHERE WE SURVEYED

QATAR100%

Doha

How We SurveyedDashboard Marketing Intelligence used three methods for data collection with the different stakeholder groups in the Qatar:

Using purposive sampling we specified quotas for government (public) and private school responses, and for primary and secondary schools. Data quality was monitored by random quality checks and voice recordings for a sub-sample (5-15%) of the interviews.

Respondent Group Data Collection Method

Students (Urban) Face-to-face (intercept)

Students (Semi-Urban) Face-to-face (intercept)

Parents (Urban) Online Panel

Parents (Semi-Urban) Face-to-face

Teachers (Urban) CATI

Teachers (Semi-Urban) CATI

School Leaders (Urban) Face-to-face (appointment)

School Leaders (Semi-Urban) Face-to-face (appointment)

Researchers/policymakers Face-to-face (appointment)

Table A2. Data collection methods


Who We SurveyedIn total, we surveyed 530 respondents. Table A3 compares the proportion of survey respondents representing government vs. private schools, and different types of institutions (grade levels), based on the most recent national education statistics compiled in a report by Alpen Capital (2014).

Figure A2 shows the grade levels represented by the respondents in the survey. All students were in high school. Post-secondary school levels were reported by education researchers and policymakers.

Appendix

Figure A2. Grade levels represented by survey respondents

Table A3. Survey respondents vs. Qatar education statistics

Type of SchoolQatar

Education Statistics

Our survey Students

Our survey Parents

Our survey Teachers

Our survey Principals

Our survey Researchers

and Government 57% 67% 63%* 67% 60% N/A

Private 43% 33% 30%* 33% 40% N/A

*7% of parents indicated their children went to both government and private schools.

18.3%

43.4%

74.2%

0.9% 0.0%

20.0%

40.0%

60.0%

80.0%

Kindergarten Primary/Cycle 1 Secondary/Cycle 2 Post-Secondary

*Note: 100% of students in the study were in secondary schools

GRADE LEVELS REPRESENTED Parents, Teachers, Principals, Researchers & Policymakers, and Students*


Appendix

Figures A3 – A7 summarize key characteristics of each of the surveyed groups. For the students, more males (61%) responded, all lived in Doha, in urban or suburban areas, and most attended government schools. Ages ranged from 15-18, and the median was 16.

For parents, there were more male respondents (65.3%), and most (89.3%) attended government schools as children. About half (53%) attended schools in India when they were school children. About a quarter (26%) had some sort of post-secondary schooling. Most (63%) send their children to independent schools.

Figure A3. Surveyed student characteristics

Figure A4. Surveyed parent characteristics


Appendix

The teacher respondents represented a wide range of experience, from 2-20 years on the job, and the median of 9 years suggests that on average, these were experienced teachers. An SEC education statistics report indicates that for all K-12 schools in Qatar, the average is 11.3 years of teaching (SEC, 2014). Most were trained in Qatar (37%) or Saudi Arabia (17%), and a higher proportion of respondents were female (63%) compared to the other stakeholder groups.

The surveyed principals also represented a range of experience, from 1 to 38 years on the job, with a median of 13 years. This suggests that on average, this is an experienced group of principals. Over half were trained in Qatar (56%), while the next largest proportion were trained in India (12%). Sixty percent (60%) represented independent schools, and more (62%) were male.

Figure A5. Surveyed teacher characteristics

Figure A6. Surveyed principal characteristics


Appendix

The education researchers and policymakers we surveyed were largely trained in Qatar (86.7%). Years of experience ranged from 2-14, with a median of 6 years, suggesting that on average, this was a somewhat less experienced group of individuals. There was equal representation by researchers and policymakers, and nearly all (87%) were male.

Coding Survey ResponsesWe created a coding scheme for all responses. As a starting place, we used research about the competencies of effective teachers as a guide. Teachers, principals, education policymakers and researchers with expertise in teacher effectiveness then reviewed the list and provided feedback. As our research team coded more responses, we updated and revised the list, aiming for categories that were not so broad as to be unhelpful, and not so specific as to be too complex for comparisons across stakeholder groups and countries. Our final list and a description of each category is below in Table A4.

We measured interrater agreement using Fleiss’ Kappa statistic, specifying 0.75 or higher as the goal. We trained raters until they could meet or exceed this requirement.

Figure A7. Surveyed education researcher & policymaker characteristics


Appendix

Table A4. Coding categories of characteristics/competencies of effective teachers

Characteristic Description(1) Subject Knowledge Mastery or expertise in one’s content or subject area. Includes knowledge of the

curriculum, learning objectives and/or standards in the given subject area(2) Dedication Dedication, passion, or commitment to one’s work as a teacher; commitment to help

all learners succeed(3) Creativity Qualities indicating the ability to think creatively, adapt, or embrace new ideas or

teaching styles; includes being innovative(4) Technology Familiarity and/or fluency with and ability to use technology for teaching and learning;

keeping current or up-to-date with technology(5) Patient, Caring Personality Positive personality characteristics, e.g., patient, caring, kind, fair, humorous, friendly(6) Engaging Ability to make class fun and/or engaging and motivates learners to learn; use of

engaging learning tasks and/or instructional strategies(7) Planning Ability to effectively plan lessons for mastering important content, as well as being

organized more generally; ability to organize the learning for the learner(8) Class Management Ability to effectively manage classrooms, learner behavior, and time for learning;

develop classroom routines to maximize learning time; create a productive learning environment

(9) Make Ideas, Content Clear Ability to present information in a clear, accessible manner(10) Leadership Qualities related to being a leader, e.g., decision-making skills, visionary, influential etc.

Contributes to the profession(11)Relationships Ability to understand and establish trusting, productive relationships with learners;

includes a mentoring role(12) Know Learners Understand how learners learn and develop, cognitively, socially, and emotionally, and

adapt content to meet the needs of a range of learners/diverse learner populations, including those with special needs; attend to the individual needs of learners

(13) Use of Assessment Assessment literacy, including the ability to develop and/or use assessments to evaluate learning, provide feedback to learners from the assessments, and/or monitor or track learning progress

(14) Always Learning Willingness/passion/desire to learn and develop, to challenge oneself to improve, to reflect on one’s practice, and accept constructive criticism. Includes desire to stay updated on relevant knowledge and skills in one’s field, engaging in ongoing professional development

(15) Belief in Self Confidence in oneself(16) Intelligence General intelligence and/or being well-informed; a strong general fund of knowledge

(not specific to the content being taught); critical thinking, analytical and problem-solving abilities

(17) Professionalism Workplace professionalism and responsibility (e.g., honesty, loyalty, punctuality); awareness of and compliance with rules and policies of the education system

(18) Collaborative Ability to work well with colleagues; shares knowledge and skills with colleagues; cooperative and works with others to improve as a team

(19) Moral Good moral character or general ethics; principled; can include religiosity and spirituality

(20) Teaching Skills Knowledge and use of various pedagogical/teaching techniques, general as well as specific to a given content area; pedagogical methods or approach

(22) Qualifications Possessing necessary preparation and credentials for teaching the grade levels and subject matter

(23) English Fluency Having the knowledge and skills to teach English to non-native speakers(24) Cultural Competence Knowledge, appreciation and respect for different cultures and backgrounds; tolerant,

unbiased regarding different learner backgrounds


Appendix

Copyright © 2016 Pearson Education, Inc. or its affiliate(s). All rights reserved. RINVN10943-KM-03/2016

Table A4. Coding categories of characteristics/competencies of effective teachers (continued)

Characteristic Description(25) Families Ability to communicate and build relationships with learners’ parents and families;

includes families in learner’s education(26) Research Ability to conduct and understand research; studying one’s own practice and the

impact on learners (e.g., action research, lesson study) (27) Challenging Belief that all learners can learn; maintaining a challenging, rigorous curriculum for all

learners (28) Political Context and/or Beliefs

The teacher as part of a political system in which education serves a specific role or purpose; reinforces political beliefs (especially in closed societies); or holds specific political beliefs (e.g., democratic, communist)

(31) Non-Cognitive Skills Focus on teaching learners the skills required to be successful in college and/or a career, e.g., learning how to be an independent learner, how to work collaboratively with others; also known as 21st Century and/or “non-cognitive” skills. Includes career guidance for learners

(32) Deep Learning Values the learning process and focuses on “deeper” learning and knowledge transfer vs. rote learning (memorization of and ability to recall facts) and exam scores

(21, 29, 30) “Other” Either odd responses (e.g., “eccentric,” “well-traveled”) or responses too general to code, e.g., “experienced” or “effective” (essentially repeating the question)

Note: Numbers reflecting coding system the research team used for survey responses, and checking alignment with teaching standards and research.

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