Exploring teacher-student fit in Manitoba classrooms

Abstract

Each year, teachers apply and interview for posted positions. Yet little is known about what draws certain teachers to given positions or populations of students. This study aimed to determine the extent to which Manitoba teachers consider their fit with the student population when applying for postings, the characteristics of teacher-student fit as perceived by teachers and students, and ultimately if there is a difference in student success rates when teacher-student fit is taken into consideration. Using case study methodology, teachers and students were interviewed. Results from this study indicate that fit with students is not a primary factor in guiding application decisions. Both personal and professional characteristics arose as significant qualities and traits that teachers should possess to provide the most encompassing education to students. Three levels of fit emerged in this study: Characteristics required for student engagement, for relationship development, and for the implementation of culturally relevant teaching.