Psychological Traits in Teacher and Pupil Mutual Communication

Many factors contribute to pupils' academic performance. Studies suggest that, between school-related factors, teachers matter most and have two to three times larger impact than any other school factor. Researchers provide various lists of necessary traits for an effective teacher. Fewer lists are provided on required traits for the effective pupil. The problem is that ideas about the necessary traits of the effective teacher or effective pupil differ from the point of view of the viewer. This research examines pupil-teacher and teacher-pupil expectations about the necessary personal traits in the educational process. Participants are pupils (N=125, age 7 - 18) and teachers (N= 30, age 32 - 64), all from the same regional school. A structured questionnaire developed on the basis of the theoretical studies was used. Ten traits for the effective pupil (discipline; freedom will power, courage make mistakes; curiosity; goal; comprehension; belief in self, responsibility; politeness) and effective teacher (strictness; friendliness; high expectations; the sense of humour; enthusiasm; care; explanatory; positivism; organized; politeness) were measured with ordinal and nominal scales. Results demonstrate a significant difference between expectations and actual state evaluation concerning the teachers - for pupils about: care, strictness, high expectations, enthusiasm; for teachers about friendliness, enthusiasm, sense of humour and care; concerning the pupils - for pupils about: curiosity, belief in self, responsibility, politeness, freedom, courage makes mistakes, comprehension; for teachers about freedom, curiosity, responsibility. The results suggest that difference in mutual expectations between teachers and pupils may interfere with the common awareness of the educational process.