<p>The purpose of this project is to examine students' pespectives on quality in teaching. The characteristics that are described to denote a 'good' and 'less good' teachers are linked to ideas about types of corresponding leadership styles in the classroom. The report is based on surveys of students in Upplands-Bro high school outside Stockholm. In order to get better insight and further knowledge of the subject, the student accounts have been related to current discussions in the literature about good leadership and teaching quality.</p><p>Following the methodology of grounded theory a pilot study was constructed to design the research instruments. In the pilot study I collected students' perceptions on quality-related categories in teaching and leadership which then formed a bases for a survey which was distributed to a larger student sample. The survey includes questions that relate to the middle order, which is based on three criteria that make up the characteristics of a 'good'/ 'less good' teacher and the leadership style that suits students descriptions of good teacher characteristics.</p><p>The results of the study show that a good teacher should have subject knowledge, be good at writing and illustrating the curriculum on the whiteboard and explain and clarify their instruction through good communication. Results of the category 'a less good teacher' show characteristics of a teacher who does not have subject expertise, and who does not vary their teaching styles as well as favors some students over others.</p><p>The discussion concludes the study by highlighting significant implications of the survey for teaching practice. The student perspective reported on in this study, gives evidence for the importance of considering students' perspectives in maintaining quality in teaching practice and classroom leadership.</p><p> </p>

The purpose of this project is to examine students' pespectives on quality in teaching. The characteristics that are described to denote a 'good' and 'less good' teachers are linked to ideas about types of corresponding leadership styles in the classroom. The report is based on surveys of students in Upplands-Bro high school outside Stockholm. In order to get better insight and further knowledge of the subject, the student accounts have been related to current discussions in the literature about good leadership and teaching quality. Following the methodology of grounded theory a pilot study was constructed to design the research instruments. In the pilot study I collected students' perceptions on quality-related categories in teaching and leadership which then formed a bases for a survey which was distributed to a larger student sample. The survey includes questions that relate to the middle order, which is based on three criteria that make up the characteristics of a 'good'/ 'less good' teacher and the leadership style that suits students descriptions of good teacher characteristics. The results of the study show that a good teacher should have subject knowledge, be good at writing and illustrating the curriculum on the whiteboard and explain and clarify their instruction through good communication. Results of the category 'a less good teacher' show characteristics of a teacher who does not have subject expertise, and who does not vary their teaching styles as well as favors some students over others. The discussion concludes the study by highlighting significant implications of the survey for teaching practice. The student perspective reported on in this study, gives evidence for the importance of considering students' perspectives in maintaining quality in teaching practice and classroom leadership.

<p>This is a qualitative study of high school students’ definition of their conception of a “good” teacher. Its purpose is to provide increased insight for teachers about students’ ideas of the phenomenon. The study is based on the reports of six respondents, which was later analysed according to the Interpretative Phenomenological Analysis method (IPA). The reason of the aim of the study is combination of a found interest and the fact that it had not been done before.</p><p>The result shows that teachers image has great effect on students’ academic motivation and ambition. Furthermore, it reveals a number of personal features to have a significant effect on students’ academic effort and their attitude towards school. Of special importance is the students’ perception – of being seen, of being taken seriously and the relevance of studying. In this sense, a “good” teacher is one who wins and preserves the students trust, combined with a distinct leadership with flexibility and accommodation. The students’ conception of education tends to relate to their perception of how the teacher manages his or hers function as a leader, which means that the teachers profile is playing an important role to students’ ambition and so even their results.</p><p>The meaning of a ”good” teacher can be said to be related to being inspiring and motivating, as well as inspired and motivated. Among the most important skills in this matter is, according to the respondents, the ability to match the leadership style to different contexts and situations that occurs.</p><p>Keywords: The importance of students’ perception, intrinsic motivation, being seen as an individual, inspiration and meaningfulness.</p> / <p>Det du håller i dina händer är en kvalitativ studie över gymnasieelevers definition av begreppet ”en bra lärare”. Undersökningen, vars syfte är att ge en inblick i elevernas perspektiv på fenomenet och därmed öka kunskapen för verksamma lärare, bygger på 6 respondenters redogörelser av sin syn på ämnet. Respondenternas delgivelser har efter insamlandet analyserats med hjälp av IPA-metoden (Interpretative Phenomenological Analysis), analyserats, tematiserats och slutligen syntetiserats i den text som utgör resultatet.</p><p>Anledningen till ämnesvalet och dess inriktning bottnar i såväl ett eget intresse av att utreda saken närmare som att jag i mina efterforskningar inte har funnit någon forskning på området som tar upp just elevernas perspektiv.</p><p>Resultatet slår för det första fast att lärares framtoning har en stor påverkan på elevernas studiemotivation (drivkraft) och ambition (målmedvetenhet). Vidare visar det på ett antal, enligt respondenterna, särskilt betydande drag hos en lärare, varav de flesta i varierande grad inverkar på elevernas attityd till och strävan i skolan och sina studier. Till dessa hör huruvida läraren får eleverna att uppleva sig sedda, tagna på allvar och ämnet relevant. Den ”gode läraren” är en tydlig ledare men likväl personlig, flexibel och tillmötesgående. Denne vinner och förvaltar också elevernas förtroende genom att vara uppriktig, att ta initiativ till goda relationer och elevinflytande. I allt detta visar resultatet på vikten av lärares ledarskap – elevernas attityd till ämnet tenderar att i hög grad hänga ihop med deras perception av läraren som ledargestalt. Således blir lärarens profil en mycket viktig påverkansfaktor i elevers studiemotivation och -ambition, och därmed även ett led i deras prestation och resultat.</p><p>Resultatet visar på att betraktas som en ”bra” lärare hänger samman med att vara en engagerande och motiverande lärare, vilket utgörs av många delar som de som nämnts ovan, men främst, betonar respondenterna, av en förmåga att forma sitt ledarskap efter olika kontexters skiftande behov.</p><p>Nyckelord: Perceptionens betydelse, inre motivation, att se individen, engagemang, meningsfullhet.</p>

Media often discusses school, teachers and students. These discussions are often based on an adult perspective and students' views on the subject are not enhanced. Therefore, this paper intends to examine students' views on what they think makes a good teacher. Previous research shows that a good teacher can create the conditions for good learning based on the needs of students, and this is therefore important to investigate. The theoretical basis for this essay is the definition of an authentic teacher that which in this essay will be discussed from the point of view of Fibaek Laursen (2004). A quantitative research method was used and a questionnaire asked for high school students' views on what makes a good teacher. The research revealed two results where the first result showed that amongst other things students valued most in a good teacher is the fair and unbiased treatment towards students. The second result showed that students consider the characteristics linked to a teacher's profession are of great importance. Our conclusion is therefore that students consider the fair teacher which has a great engagement in his/her work to be the good teacher that they ask for.

This is a qualitative study of high school students’ definition of their conception of a “good” teacher. Its purpose is to provide increased insight for teachers about students’ ideas of the phenomenon. The study is based on the reports of six respondents, which was later analysed according to the Interpretative Phenomenological Analysis method (IPA). The reason of the aim of the study is combination of a found interest and the fact that it had not been done before. The result shows that teachers image has great effect on students’ academic motivation and ambition. Furthermore, it reveals a number of personal features to have a significant effect on students’ academic effort and their attitude towards school. Of special importance is the students’ perception – of being seen, of being taken seriously and the relevance of studying. In this sense, a “good” teacher is one who wins and preserves the students trust, combined with a distinct leadership with flexibility and accommodation. The students’ conception of education tends to relate to their perception of how the teacher manages his or hers function as a leader, which means that the teachers profile is playing an important role to students’ ambition and so even their results. The meaning of a ”good” teacher can be said to be related to being inspiring and motivating, as well as inspired and motivated. Among the most important skills in this matter is, according to the respondents, the ability to match the leadership style to different contexts and situations that occurs. Keywords: The importance of students’ perception, intrinsic motivation, being seen as an individual, inspiration and meaningfulness. / Det du håller i dina händer är en kvalitativ studie över gymnasieelevers definition av begreppet ”en bra lärare”. Undersökningen, vars syfte är att ge en inblick i elevernas perspektiv på fenomenet och därmed öka kunskapen för verksamma lärare, bygger på 6 respondenters redogörelser av sin syn på ämnet. Respondenternas delgivelser har efter insamlandet analyserats med hjälp av IPA-metoden (Interpretative Phenomenological Analysis), analyserats, tematiserats och slutligen syntetiserats i den text som utgör resultatet. Anledningen till ämnesvalet och dess inriktning bottnar i såväl ett eget intresse av att utreda saken närmare som att jag i mina efterforskningar inte har funnit någon forskning på området som tar upp just elevernas perspektiv. Resultatet slår för det första fast att lärares framtoning har en stor påverkan på elevernas studiemotivation (drivkraft) och ambition (målmedvetenhet). Vidare visar det på ett antal, enligt respondenterna, särskilt betydande drag hos en lärare, varav de flesta i varierande grad inverkar på elevernas attityd till och strävan i skolan och sina studier. Till dessa hör huruvida läraren får eleverna att uppleva sig sedda, tagna på allvar och ämnet relevant. Den ”gode läraren” är en tydlig ledare men likväl personlig, flexibel och tillmötesgående. Denne vinner och förvaltar också elevernas förtroende genom att vara uppriktig, att ta initiativ till goda relationer och elevinflytande. I allt detta visar resultatet på vikten av lärares ledarskap – elevernas attityd till ämnet tenderar att i hög grad hänga ihop med deras perception av läraren som ledargestalt. Således blir lärarens profil en mycket viktig påverkansfaktor i elevers studiemotivation och -ambition, och därmed även ett led i deras prestation och resultat. Resultatet visar på att betraktas som en ”bra” lärare hänger samman med att vara en engagerande och motiverande lärare, vilket utgörs av många delar som de som nämnts ovan, men främst, betonar respondenterna, av en förmåga att forma sitt ledarskap efter olika kontexters skiftande behov. Nyckelord: Perceptionens betydelse, inre motivation, att se individen, engagemang, meningsfullhet.