What Makes a Dream English Teacher? Thai Secondary School Students’ Perceptions

Monthon Kanokpermpoon; Israporn Chuntharusmi Sanongpong

doi:10.66947/pasaa.v72i1.3082

Authors

Monthon Kanokpermpoon Language Institute Thammasat University
Israporn Chuntharusmi Sanongpong Language Institute Thammasat University

DOI:

https://doi.org/10.66947/pasaa.v72i1.3082

Keywords:

English teachers, qualification, secondary school students, perception

Abstract

English teachers, who are in close contact with students in terms of language training and development, have been studied for their impacts on students’ language learning. However, what really secondary school students in Thailand perceive of their “dream” (or imagined) English teachers has not been conducted. This study aims to explore Thai secondary school students’ perceptions of English teachers and to examine latent factors underlying their perceptions. Using an online questionnaire on English teachers’ characteristics and qualifications, this study employed a descriptive survey and exploratory factor analysis (EFA) on 267 Thai secondary and high school students, who were conveniently and snowballing recruited. The results of survey showed the highest ratings for socio-affective skills and interpersonal relationships between the two groups. Qualitative written responses on the questionnaire revealed that “dream” English teachers were low-anxiety teachers who used communicative and innovative pedagogy and differentiated caring teaching. EFA revealed shifting characteristics from two-factor secondary school English teachers to three-factor high school English teachers. Socio-affective skills and innovative pedagogy were two major factors, with language proficiency becoming a separate factor in high school. The results have implications on teachers’ personal characteristics and innovative pedagogy trainings as well as policymakers to revise their language policy in Thailand.

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