By the same authors

From the same journal

From the same journal

National Context and Teacher Characteristics: Exploring the Critical Non-Cognitive Attributes of Novice Teachers in Four Countries

Research output: Contribution to journalArticlepeer-review


  • Robert Mark Klassen
  • Tracy Durksen
  • Waleed Talib Abdullah Al Hashmi
  • Lisa Kim
  • Ken Longden
  • Riitta-Leena Metsäpelto
  • Anna-Maija Poikkeus
  • Janos Gyori


Publication details

JournalTeaching and Teacher Education
DateAccepted/In press - 2 Mar 2018
DateE-pub ahead of print - 8 Mar 2018
DatePublished (current) - May 2018
Number of pages11
Pages (from-to)64-74
Early online date8/03/18
Original languageEnglish


The purpose of this article was to examine what education professionals in four countries (England, Finland, Malawi, and Oman) deemed as the critical (i.e., most important for effective teaching) non-cognitive attributes of novice teachers. Results from an iterative comparative case study showed that participants consistently judged certain attributes of novice teachers as critical, i.e., empathy, organization, and resilience. However, there was also differential importance placed on teachers’ relationships with the community, reflecting theorized cultural differences. The findings provide new insight into how national and cultural context are associated with the perceptions of the critical non-cognitive attributes of effective teachers.

Bibliographical note

© 2018 The Authors.

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