Academic Leadership: The Online Journal
Abstract
The identification of dispositions as a gauge for teacher effectiveness has become a part of many school systems and teacher education programs. Accrediting agencies, such as the National Council for Accreditation of Teacher Education (NCATE) and the Interstate New Teacher Assessment and Support Consortium (INTASC), have been instrumental in emphasizing teacher dispositions’ presence in higher education institutions and local schools. NCATE defines dispositions as: “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” (2006, p. 53). NCATE and INTASC strongly suggest that teachers have certain dispositions to allow for teacher effectiveness (Smith, Knopp, Skarbek, & Rushton, 2005; Thornton, 2006; Koeppen & Davison-Jenkins, 2007). Administrators’ view of teacher dispositions is valuable as well. They will need to assess teachers’ dispositions to determine the effectiveness of instruction and their attitude towards the teaching profession.
Creative Commons License
This work is licensed under a Creative Commons Attribution-NonCommercial-No Derivative Works 4.0 International License.
Rights
© The Author(s)
Recommended Citation
Stewart, Bethany and Eick, Charles
(2010)
"Are Administrators Disconnected? A Comparison Case Study of Important Teacher Dispositions in Elementary Science,"
Academic Leadership: The Online Journal: Vol. 8:
Iss.
4, Article 11.
DOI: 10.58809/KNMW7618
Available at:
https://scholars.fhsu.edu/alj/vol8/iss4/11
Included in
Educational Leadership Commons, Higher Education Commons, Teacher Education and Professional Development Commons
Comments
For questions contact ScholarsRepository@fhsu.edu