• Balram Singh Yadav
• Dr. Dhanajoy Shaw

Abstract Background The role of educators extends far beyond the act of teaching—it encompasses the power to inspire, shape behaviours, and set benchmarks that others strive to emulate. A good teacher is not merely someone who delivers content, but one who demonstrates a wide range of personal and professional qualities that influence student learning and engagement. The definition of an ideal teacher, however, often varies based on subjective perceptions, leading to different interpretations of what effective teaching truly entails. In higher education, teaching can be likened to service delivery, where students are viewed as recipients with unique expectations. When educators better understand these expectations, they can refine their teaching methods to foster stronger student engagement and satisfaction. This approach emphasizes the need for teaching strategies that are both student-focused and adaptable to diverse learning needs. Parents have long recognized the significance of teacher quality, often going to great lengths to ensure their children are placed with the most capable educators. Research consistently shows that the quality of teaching can have a significant impact on student achievement. Students who are guided by highly effective teachers tend to make notable academic progress, while those taught by less effective educators may experience setbacks. These differences underscore the importance of focusing on teacher effectiveness as a key driver of student success. Teaching and coaching share similar dynamics, both being shaped by social interaction and evolving environments. Just as coaches influence the attitudes, motivation, and performance of athletes, teachers play a crucial role in developing students’ cognitive and emotional responses. The behaviours and strategies employed by educators can determine whether students feel confident, motivated, and challenged in their learning journey. Despite broad acknowledgment of teachers' influence on academic outcomes, there remains limited clarity around the specific characteristics that make some teachers more effective than others. Many efforts to enhance teacher quality have concentrated on selecting individuals with the right blend of personality traits, values, and professional skills. However, it is equally important to consider the everyday challenges that teachers face in the classroom—such as disruptions, resource limitations, and student behaviour—that directly affect their performance. Recognizing these realities calls for professional development initiatives that are practical and grounded in the actual classroom environment. Moreover, a comprehensive approach to teacher education should not only focus on instructional skills but also foster a strong sense of professional identity and purpose among teachers. By supporting educators through reflective practice and targeted training, education systems can cultivate a teaching workforce that is both effective and resilient, ultimately enhancing student outcomes across the board. Objectives 1. To identify and validate key personality traits of effective teachers based on high face validity (90% and above). 2. To compare the selected qualities with existing literature to determine which traits are consistently supported by prior research. 3. To classify the 45 identified qualities into categories based on research frequency to gauge their relevance and popularity in the academic context. 4. To rank teacher qualities according to student perceptions and scoring to determine the most valued attributes among experienced faculty members. 5. To understand the impact of specific traits—such as physical attractiveness, intelligence, professionalism, and communication skills—on students’ perception of teaching effectiveness. Result The analysis identified 45 personality traits with high face validity (above 90%), many of which align with existing research literature. These traits were grouped into six categories based on their frequency in academic references. Ranking based on student responses highlighted the most valued teacher qualities, including being professional, intelligent, honest, well-behaved, experienced, a good communicator, disciplined, motivating, and innovative. Methodology A questionnaire was developed by Prof. Dhananjoy Shaw along with a group of teachers and experts to meet the objectives by ensuring the face validity of 45 qualities with five (5) point Likert scale. The questionnaire was administered on 31 post graduate final year students (MPEd.) were asked to give their perception on 23 faculty with more than ten (10) years of teaching background, at IGIPESS. The administrated questionnaire was tabulated in excel sheet to calculate the scores of each in regards to each selected qualities possessed by the teachers collectively.

Teacher Effectiveness Professional Competencies Personality Traits Student Perception Higher Education Physical Education Teaching Qualities Instructional Strategies Communication Skills Teacher Evaluation Teaching Aptitude Educational Leadership Reflective Practice Pedagogical Approaches Student Engagement Teacher Professionalism Faculty Development Classroom Management Teacher Identity Evidence-Based Teaching

"A study on Qualities of Teacher/Professor, Coaches, Professor, Fitness Trainer and Researcher in Physical Education Sports Science and Sports.", International Journal of Emerging Technologies and Innovative Research (www.jetir.org), ISSN:2349-5162, Vol.12, Issue 5, page no.k514-k522, May-2025, Available :http://www.jetir.org/papers/JETIR2505B43.pdf

"A study on Qualities of Teacher/Professor, Coaches, Professor, Fitness Trainer and Researcher in Physical Education Sports Science and Sports.", International Journal of Emerging Technologies and Innovative Research (www.jetir.org | UGC and issn Approved), ISSN:2349-5162, Vol.12, Issue 5, page no. ppk514-k522, May-2025, Available at : http://www.jetir.org/papers/JETIR2505B43.pdf