Conceptualizing How Mature Teachers Can Influence Students’ Growth in Learning - Focus Group Methodology Results

Oct 15, 2026

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This article advances understanding of how mature teacher characteristics may influence students’ learning growth. It reports the first-year results from focus group methodology used to identify teacher attributes linked to students’ learning. It also builds a framework for ongoing research on teachers’ professional maturation, presenting both research outcomes in diagram formats and discussing plans for further study of the identified teacher characteristics.

LanguageEnglish

CategoryResearch & Report

FormatPDF

Pages16

Reading Time40 min

AccessFree to download

Introduction

Perspectives and Theoretical Framework

Conceptualizing How Mature Teachers Can Influence Students’Growth in Learning Nancy Maynes Nipissing University Blaine E. Hatt Nipissing University Abstract This article has two purposes. First, it reports the first year results from focus group methodology conducted to determine how teacher characteristics may influence students’learning. Second, the article establishes a framework to support ongoing research related to the professional maturation of teachers. Both of these research outcomes are presented in diagram format. Plans for further research into the teacher characteristics that were identified by the first year of research into this topic arepresented and discussed. Keywords: teacher preparation, teacher maturation, students’ learning Nancy Maynes is an Associate Professor at the Nipissing University Schulich School of Education. She is a former school principal and focuses current research of issues related to improving student learning outcomes, including methods for hiring the most promising teachers. [Email: nancym@nipissingu.ca](Email: nancym@nipissingu.ca) Blaine E. Hatt is an Associate Professor at the Nipissing University Schulich School of Education. He is a former school principal and focuses current research of issues related to creativity, and improving student learning outcomes, including methods for hiring the most promising teachers. [Email: blaineh@nipissingu.ca](Email: blaineh@nipissingu.ca) Introduction Our research started with our belief that there may be some teacher characteristics, viewed by those who assess the work of teachers, as being strongly related to how the teacher’s students learn. Student learning is complex, and may be a function of many variables and influences in the student’s life. However, many would agree that the professional efforts of the teacher are an essential influence to the student’s learning success. Indeed, Cochrane-Smith and Power (2010) identify trends in teacher education programs with some relating to heightened teacher accountability for students’ learning. Recognizing what characteristics may relate to or even predict improvements in students’ learning has the potential to guide many teacher preparation decisions. Such recognition could influence the trajectory of any teacher’s professional development path once they enter the profession. Research calls for accountability measures that emphasize the impact of teacher preparation programs and pathways on student learning outcomes (Cochran-Smith, Gleeson & Mitchell, 2010; Noell & Burns, 2006) or evidence of teacher candidate learning outcomes from their programs (Pecheone & Chung, 2006) . Recent research shows that the relationships between teachers and their students have many complex impacts on the students (Roorda, Koomen, Spilt,& Oort, 2011) . However, the complexity of factors that may influence students’ learning outcomes makes assessment of these influences very difficult. To address this complexity, we propose to envision student-learning probabilities from the perspective of imaging of the teacher. When we engage in imaging, we consider the essential characteristics that would identify what is required to meet a goal. In this instance, we consider what characteristics are required for a teacher who can make student learning their highest priority. That is, if the teacher has the skills and dispositions to focus on student learning rather than focusing on their teaching, it seems logical that their instructional actions will be different. These actions will support improvements in student learning. Our purpose, then, becomes the task ofuncovering the beliefs of knowledgeable professionals about what skills and dispositions they felt were characteristic of teachers who focus their instructional efforts on ensuring that students learn. To frame a research question, we juxtaposed these characteristics against those of a less mature teacher, who might focus on teaching as oppose

FAQs

What is the main purpose of the article?

The article has two purposes: reporting first-year focus group results and establishing a framework for ongoing research into teacher professional maturation and learning influence.

How did the authors study teacher characteristics and student learning?

They used focus group methodology to determine how teacher characteristics may influence students’ learning, presenting the research outcomes in diagram format.

Why is the role of teacher characteristics considered important?

Teacher professional efforts are treated as an essential influence on students’ learning success, and recognizing relevant characteristics can guide teacher preparation and professional development decisions.

Oct 15, 2026

Upload by Ben