Defining Teacher Dispositions: A Phenomenological Investigation of Teacher Evaluators

Abstract

This study explored the perspectives on teacher dispositions within a regional area using semi-structured interviews with teacher evaluators. Previous literature shows how the impact of accrediting bodies has accelerated the use and assessment of dispositions as they relate to student performance. However, significant gaps exist in understanding a teacher’s professional dispositions in practice and definition. Furthermore, the method to best assess dispositions differs with application in each Educator Preparation Program (EPP). This study used qualitative research methods to define local district and leadership’s desired teacher dispositions. The results indicated three themes of positive teacher dispositions, negative teacher dispositions, and diversity awareness dispositions. The findings of this study have implications for creating a curriculum that addresses the creation of positive teacher dispositions. Further research using the resultant themes and descriptive characteristics to create a dispositions measurement tool is planned with the data gathered in the current study.