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Tool: Teacher attributes that contribute to student success

Using good instruction, management and socialization techniques will go a long way in minimizing the need for disciplinary intervention. When students are socialized into the classroom community, learning time increases which then paves the way for higher achievement. Sometimes as the building leader, you may intuitively sense that a teacher is struggling but perhaps you can't quite pinpoint the problem.

Purpose of this tool: Here is a chart of the social attributes of successful teachers and an invitation to record evidence that a teacher has or has displayed each attribute.

The following is a list of teacher attributes that Good and Brophy (1995) have identified that you might consider looking for as you visit classrooms, conduct faculty meetings and observe in the hallways, at recess, in the lunchroom and in daily conversations.

You can use this list in two ways—looking and listening for what is there—or what is not there. The more of these attributes that the teacher possesses, the more likely s/he will be successful in socializing students.

Social attribute


Evidence that the attribute is lacking

Social attractiveness

What evidence is there that these students are liked?

What evidence is there that the teacher is cheerful, friendly, sincere?

Ego strength

What evidence is there that the teacher acts like the authority figure?

What evidence is there that the teacher possesses underlying self-confidence?

What evidence is there that the teacher maintains a problem-solving orientation?

Realistic perceptions of self and students

Does the teacher see him/herself and the students for what they are?


Enjoyment of students within a teacher-student relationship

Does the teacher enjoy spending time with students and getting to know them individually?

Is the teacher friendly without being overly familiar?

Clear about roles and comfortable in playing them

Can the teacher explain coherently to the students what is expected?

Exhibits patience and determination

Does the teacher convince students that they will fulfill their responsibilities and will suffer the consequences if they do not fulfill their obligations?

Accepting of individuals but not all of his/her behavior

Do students seem to know they are accepted as individuals?

Do students realize that certain behaviors are unacceptable?

Firm but flexible limits

Are expectations clearly stated?

Are expectations consistently reinforced?

Is student self-regulation carefully developed?


Does the teacher model the ideals that are verbalized (i.e., politeness, friendliness, helpfulness, etc.)?

Projecting positive expectations

Are the guidelines for appropriate behavior properly exhibited?

Is every child is being treated as a responsible citizen?



See Good, J., & Brophy, J. (1995). Contemporary educational psychology (5th Ed.). White Plains, NY: Longman.