Curriculum Studies in Teacher Education & Development

Curriculum Studies in Teacher Education & Development

Analyzing Second period elementary students' perceptions of the characteristics of a desirable teacher

Document Type : Original Article

Authors
1 M.A. Graduate in Educational Planning, Faculty of Psychology and Education, University of Tehran, Tehran, Iran.
2 Department of Curriculum Development & Instructional Methods, Faculty of Psychology and Education, University of Tehran, Tehran, Iran.
Abstract
The aim of the present study is to explore second period elementary students’ perceptions of the characteristics of a desirable teacher. This applied qualitative study employed a descriptive phenomenological approach to analyze the views of 40 students in grades 4–6 from public schools in Alborz province during the 2022–2023 academic year. Data were collected through semi-structured interviews and analyzed using Colaizzi’s seven-step method. Trustworthiness was ensured through member checks, expert review, and thick descriptions. The findings revealed three main categories of teacher characteristics: personal (appearance and personality traits), specialized (scientific knowledge, pedagogical competence, classroom leadership), and professional (behavioral, emotional, nurturing, and interactive qualities). Among these categories, professional characteristics were most emphasized, with interactive qualities ranked highest, while scientific knowledge was cited the least. The results highlight that elementary students value relational and nurturing aspects of teaching more than academic expertise. Implications include revising teacher education curricula to strengthen communication, emotional intelligence, and interactive skills, incorporating relational indicators into teacher evaluation systems, and encouraging teachers to integrate playful and participatory methods that support both cognitive and affective development.
Keywords

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