Teacher Disposition: Similarities and Differences

Teacher Disposition: SIMILARITIES AND DIFFERENCES BETWEEN ELEMENTARY AND SECONDARY SCHOOL TEACHERS

The objective of this work is to research and examine the similarities and differences in teaching disposition between Elementary and Secondary school teachers and to answer the question of whether it requires a different type of personality to teach a certain age level, and if so, then what disposition suits which age group and why? Also answered will be the questions of: "Why is there a preference for many teachers to teach a certain age level?"; "Is it possible for teachers that do not possess certain dispositions to achieve success in the classroom?

It is understood among all educators and teachers that certain requirements exist in relation to the disposition of the teacher insofar as the classroom practice is concerned.

There are many facets to what is considered to be the proper disposition for today's teacher. The work entitled: "Will: Ed Schools vs. Education" published in Newsweek January 16, 2006 states that: "Many education schools discourage, even disqualify prospective teachers who lack the correct 'disposition' meaning those who do not embrace today's 'progressive' political catechism." (Will, 2006) Will relates that the National Council for Accreditation of Teacher Education in 2002 "declared that a 'professional disposition' is guided by beliefs and attitudes related to values such as caring, fairness, honesty, responsibility and social justice."(2006) Further related is that an article published in the "Chronicle" states that the University of Alabama's College of Education proclaims itself "committed to preparing individuals to promote social justice, to be change agents, and to recognize individual and institutionalized racism, sexism, homophobia, and classism and to break silences about those things and develop ant-racist, anti-homophobic, anti-sexist community and alliances." () It is understood among all educators and teachers that certain requirements exist in relation to the disposition of the teacher insofar as the classroom practice is concerned.

I. A Disposition to Teach

Jayne White and Edward Williamson write that: "Those involved with preparing future teachers for our nation's schools have many responsibilities. One of the least known responsibilities is to produce teachers with the disposition to teach. In this work White & Williamson identify four types of teachers with dispositions that are unique. Those four are:

The Brittle Teacher (falls to pieces when hit)

The Malleable Teacher (flattened, shaped into something else)

The Inelastic Teacher (bent into a new shape)

The Elastic Teacher (bent but returns to original shape)

Certain skills that are required in the teacher are inclusive of cognitive skills. White and Williamson (2006) state that "among the general purposes of education, affective learning, having to do with attitudes, emotions, feelings, values, attitudes, predispositions, and morals is one of the most important but controversial, and perhaps the most problematic of all school issues. A teacher's affective skills, or the lack thereof, permeates both the curricular and instructional processes of the classroom. It is imperative that teachers demonstrate dispositions necessary to help all students learn. They must display attitudes that foster learning and genuine human relationships." (2006)

II. National Association of Scholars - Dispositions Defined

The National Association of Scholars defines 'dispositions' as: "The values, commitments, and professional ethics that influence behaviors toward students, families, colleagues, and communities and affect student learning, motivation and development as well as the educator's own professional growth. Dispositions are guided by beliefs and attitudes related to values such as caring, fairness, honestly, responsibility, and social justice. For example they might include a belief that all students can learn, a vision of high and challenging standards, or a commitment to a safe and supportive learning environments." (National Association of Scholars, 2005)

The work of Peart and Campbell (1999) identified four areas that are important for teachers to address for promotion of student achievement. Those four areas are:

1) Interpersonal skills;

2) Instructional skills;

3) Motivational leadership; and 4) Racial impartiality.

III. Three Categories of Teacher Dispositions

In the work entitled: "Integrating Dispositions into the Conceptual Framework: Four a priori questions" the authors states that the dispositions of teachers can be divided into three categories:

1) Teachers Behaviors - Observable activities of candidates during class activities or with children, including behaviors such as writes and speaks Standard English, punctual, smiles, neat/orderly appearance, etc.

2) Teacher Characteristics - Attributes or tendencies of candidates that are persistently demonstrated, such as tolerance of differences, open-mindedness, patience, enthusiasm, critical thinking, etc.

3) Teacher Perceptions - The attitudes, values, and belief systems that lie beneath teacher behaviors and teacher characteristics, such as self-concept, seeing students as able, a people v. thing orientation, etc. (Wasicsko, Callahan, & Wirtz, 2004)

The work of Denzine, Martin, & Cramblet (2005) entitled: "Do Teacher Education Programs Have Personality? states that "Fontana (1986) argues an understanding of the principles and theories of personality are vital for teachers. In particular he claims psychological insights into personality is relevant and important to education..." The reasons that Fontana (1986) states that these insights are important are:

1) Assists with understanding the personality of the teacher and the teacher's capacity for dealing with stress;

2) Personality theory can be utilized for improvement of the teacher's professional skills and confidence;

3) Upon understanding personality the potential of the teacher exists in assisting the students in the development of satisfying personalities." (Denzine, Martin & Cramblet, 2005; paraphrased)

Denzine, Martin, & Cramblet (2005) state that they "expand Fontana's arguments to include two additional reasons" as justification of the need of the teacher in understanding personality theory which are those of:

1) Facilitation of teacher induction; and 2) Support of two INTASC standards (Interstate New Teacher Assessment and Support Consortium, 1992) which both relate to a need to understand personality theory.

Denzine, Martin & Cramblet (2005) state that comprehension of personality assist in the understanding of why "two teachers can complete the exact same teacher preparation program and yet, there can be vast individual differences in terms of how they handle the stress of the first year and adapt to their mew teaching role." (2005) Denzine, Martin & Cramblet point out the fact that it is clearly stated in the INTASC standards that the need exists to "pay attention to the disposition of teachers" and state that they believe "two INTASC standards justify the need for prospective teachers to have an understanding of personality theory which are listed as follows:

Principle 2: Student Development- The teacher understands how children learn and develop, and can provide learning opportunities that support a child's intellectual, social, and personal development.

Key Indicators - The Candidate:

Evaluates student performance to design instruction appropriate for social, cognitive and emotional development.

Principle 5 Motivation and Management - The teacher uses an understanding of individual and group motivation and behavior to create a learning environment that encourages positive social interaction, active engagement in learning, and self-motivation.

Key Indicators - The Candidate:

Engages students by relating lessons to students' personal interests, allowing students to have choices in their learning, and leading students to ask questions and solve problems that are meaningful to them.

Organizes, prepares students for, and monitors independent and group work that allows for full and varied participation of all individuals.

Analyzes classroom environment and interactions and makes adjustments to enhance social relationships, student motivation/engagement and productive work. (Denzine, Martin, & Cramblet, 2005)

Denzine, Martin & Cramblet classify personality terms into personality theoretical categories are follows:

1) Social and cognitive learning

2) Dispositional

3) Humanistic and existential

4) Psychoanalytic; and 5) Learning (2005)

Stated is that "researchers have found that thousands of personality traits can be organized in the following broad factors:

1) Hostile vs. agreeableness

2) Introversion vs. extroversion

3) Impulsive vs. conscientious

4) Neuroticism vs. emotional stability; and 5) Intellectual narrowness vs. intellectual openness. (Ibid)

Taylor and Wasicsko (2000) state that dispositions are often defined as the personal qualities or characteristics that are possessed by individuals including attitudes, beliefs, interests, appreciations, values, and modes of adjustment. Not surprisingly, there is a significant body of research indicating that teachers' attitudes, values and beliefs about students, about teaching, and about themselves, strongly influence the impact they will have on student learning and development (Collinson, et al. 1999 and Combs, 1974 as cited by Taylor & Wasicsko, 2000)

IV. Early Childhood Education - Dispositions

Disposition indicators stated by the University Teacher Education Committee at Western Illinois University are those as follow:

1) Collaboration - Works with others toward common goals;

2) Honesty and Integrity - Truthful, professional and trustworthy

3) Respect - Honors, values and demonstrates consideration and regard for oneself and others

4) Commitment to Learning - Demonstrates a respect for and is serious about knowledge acquisition

5) Emotional Maturity - Demonstrates situational appropriate behavior

6) Responsibility - Act independently and demonstrates accountability, reliability, and sound judgment.

V. Early Childhood Education Dispositions

There is somewhat of a difference in what the teacher must possess in terms of knowledge and in terms of disposition when working with early childhood education or early childhood special education level students. The following standards are stated by the State Board of Education in the state of Idaho for this level education. In the work entitled: "Idaho Standards for Blended Early Childhood Education/Early Childhood Special Education Teachers" stated is that: "The characteristics of development and learning of young children are integrally linked and different from those of older children and adults. Listed as 'Standard One' is "Knowledge of Subject Matter" explained as the teacher understanding the "central concepts, tools of inquiry, and structures of the disciplines taught and creates learning experience that make these aspects of subject matter meaningful for students.": (Western Illinois University, nd) Within the standard is the assumption that the educator knows how to assist young children with integration of the domains of development, or language, cognition, social-emotional, physical and self-help) as well as the traditional content areas of literacy mathematics, science, health, safety, nutrition, social studies, art, music drama, and movement. (Ibid, nd; paraphrased) The teacher has a comprehension of theories, history and models that form the basis for early childhood education practices and understands the process of "self-regulation that assist young children to identify and cope with emotions." (Ibid) Language acquisition is understood as well as the elements of play and that play helps children to learn. Nutrition and feeding relationships is understood by the teacher who assist the children in development of healthy eating habits. The teacher is fully informed that young children are "constructing a sense of self, expressing wants and needs, and u8nderstanding social interactions that enable them to be involved in friendships, cooperation, and effective conflict resolutions." The teacher comprehends that the child's acquisition of "self-help skills" facilitate the growing independence of the child. Standards two through ten are stated as follows:

Standard Two - Knowledge of Human Development and Learning - The teacher understands how students learn and develop, and provides opportunities that support their intellectual, social, and personal development.

Standard Three - Modifying Adapting Instruction for Individual Needs - The teacher understands how students differ in their approaches to learning and creates instructional opportunities to meet students' diverse needs and experiences.

Standard Four - Multiple Instructional Strategies - The teacher understands and uses a variety of instructional strategies to develop student learning.

Standard Five - Classroom Motivation and Management Skills - The teacher understands individual and group motivation and behavior and creates a learning environment that encourages positive social interaction, active engagement in learning, and self-motivation,

Standard Six - Communication Skills - The teacher uses a variety of communication techniques to foster learning and communication skills in the classroom;

Standard Seven - Instructional Planning Skills - The teacher plans and prepares instruction based on knowledge of subject matter, students, the community, curriculum goals, and instructional strategies.

Standard Eight - Assessment of Student Learning - The teacher understands, uses, and interprets formal and informal assessment strategies to evaluate and advance student performance and to determine teaching effectiveness

Standard Nine - Professional Commitment and Responsibility - The teacher is a reflective practitioner who demonstrates a commitment to professional standards and is continuously engaged in purposeful mastery of the art and science of teaching.

Standard Ten - Partnerships - The teacher interacts in a professional, effective manner with colleagues, parents, and other members of the community to support students' learning and well-being.

V. Various Approaches for Assessing Teacher Disposition

In the work entitled: "Assessing Teacher Candidate Dispositions at UTK" the fact is stated that it is not possible to "measure dispositions by pencil and paper instruments" and furthermore they cannot be observed directly. There are various approaches being developed for the assessment of dispositions including "behavior and characteristic checklists, rating from observation of candidates in a variety of settings, inferences drawn from course assignments and classroom participation, evaluation of student journals and self-reflections, and letter of reference." (Wasicsko, Callahan, & Wirtz, 2004) Self-reflections and self-reports are being used however the self-report "instruments may not work well with individuals who cannot demonstrate the desire dispositions.

Stated in the work entitled: "Integrating Dispositions into the Conceptual Framework: four a priori questions" is that the candidates who "appear to be 'dispositional misfits' seem to be the most resistant to making accurate self-reflections that would lead to self-selecting out of programs, or to realistically seem themselves as other perceive them." (Ibid)

The work entitled: "Assessing Educator Dispositions: A Perceptual Psychological Approach states that the five categories of perceptions that can "serve to differentiate effective from ineffective educators. These five categories resulted from the research of Combs (1969). The following."..five categories of perceptions have been isolated as necessary for effective teaching:

1) Rich, extensive and available perceptions about the subject field

2) Accurate perceptions of people

3) Perceptions of self leading to adequacy

4) Accurate perceptions about the purposes of education and the processes of learning

5) Personal perceptions about appropriate methods for achieving purposes (Wasicsko, nd)

VI. Which Disposition Best Suited to Elementary? To Secondary?

The teacher disposition is one that is either suited to teaching or one that is not suited to teaching. It cannot be truthfully stated that some teachers are better suited to elementary education while others are best suited to secondary education because of the fact that the disposition that is considered to be a good candidate for teaching will be a good candidate in whatever level of education that individual is placed. Management of the challenges that the classroom present requires that the teacher possess the disposition and the skills of analysis to experientially learn because there is not an instruction book comprehensive enough to ever prepare the teacher for everything that may arise. (Preparing New Teachers, 1995) As a matter of fact the teacher who is effective is one who engage in a critical practice and adopts a reflective posture in relation to their own practice through gathering evidence in assessing their own effectiveness. Effective teachers engage in critical practice, adopting a reflective posture with respect to their own teaching. They gather evidence about their effectiveness even involving others in gauging their own pedagogy (Joyce, 1990; Little 1992; as cited in Continuing Education, nd)

Summary & Conclusion

This work stated as its objective the comparison of the similarities and differences in the teaching disposition of the Elementary and Secondary school teachers and as well to answer the questions of: (1) Does it require a different type personality to teach a certain age level, and if so then which disposition suits which age group and why? (2) Why is there a preference for many teachers to teach a certain age level? And (3) Is it possible for teachers who do not possess certain dispositions to achieve success in the classroom?