challenges for establishing a learning support center in rural areas for students with specific learning disorders
Teachers’ affective traits (TATs) of positive attitude, interaction and respect can enhance students’ learning. These are often not considered in evaluating teacher candidates during recruitment and interviews, which lead to discrepancies among teachers at the same school. The purpose of this study is to explore school administrators and teachers’ views on teachers’ affective traits and whether they are emphasized in recruitment protocols. The theoretical framework includes the relationships between emotions and thoughts and teachers’ behavior in class: teachers’ identity formation (feelings), belief systems (attitude and value), and perception (interpretation). A qualitative approach using case study design was conducted in 8 private schools located in Lebanon and the UAE. Credibility, trustworthiness and ethical practice were ensured. The instruments included the researcher journal, semi-structured interviews with 8 school administrators and an on-line questionnaire for 24 teachers. Qualitative data analysis revealed inconsistencies between the information gathered from school administrators and teachers with regard to the frequency and depth with which the TATs are examined during recruitment processes. Findings indicate that school administrators examine some aspects that represent candidates’ identity formation and belief systems (attitude and value) whereas teachers’ frames of mind influenced by past experiences are not considered although these influence the teaching process. Suggestions for school and further research are presented. (Author's abstract)