Teacher's perceptions of their significance towards their students: The effects of cultural background, gender, and school role

Moshe Tatar, Ruba Da'as

Research output: Contribution to journalArticlepeer-review

6 Scopus citations

Abstract

The present study investigates in what ways teachers themselves see their significance vis-à-vis their students. Seven hundred fifty-seven teachers (64% females and 36% males) from 59 Israeli schools participated in the study. We found that in general, teachers view "significant teachers" as those that help and assist their students and those that serve as a personal example for them. Some effects of teacher's cultural background, gender, and school roles on their perceptions are reported. Teacher burnout was negatively correlated with the positive characteristics attributed to significant teachers. Implications for teachers and for educational institutions are discussed.

Original languageEnglish
Pages (from-to)351-367
Number of pages17
JournalEuropean Journal of Psychology of Education
Volume27
Issue number3
DOIs
StatePublished - Sep 2012
Externally publishedYes

Keywords

  • Cultural background
  • School roles
  • Teacher burnout
  • Teacher significance

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