Code List

The following is a finalized list of the codes that I’ve used to break down the teacher interviews, along with brief descriptions. They consist of the a priori codes that I took from Dr. James Stronge’s Qualities of Effective Teachers, as well as five additional codes that resulted from the pieces that could not be classified under the original six categories.


Prerequisites/Preservice: The ability level, content knowledge, and preservice preparation, training, and experience that the teacher brings into the job.

Teacher as a Person: The affective characteristics, or social and emotional behavior of the teacher that affects instruction. This includes teacher personality, personal characteristics and behavior, teacher-student relationships, and teacher reflective practice.

Classroom Management and Organization: Creation and maintenance of organization in the classroom, a positive classroom environment, and effective classroom/behavior management.

Planning and Organizing for Instruction: Effective planning and organizing for instruction, including maintaining a focus on instruction, effective long and short term lesson planning, and incorporating differentiation, student needs, curriculum and standards, and available resources into the lesson planning.

Implementing Instruction: Effective instruction in the classroom; using instructional strategies and questioning techniques, differentiation and accommodating all student needs and differences, supporting student engagement and active learning.

Monitoring Student Progress and Potential: Monitoring and assessing student understanding, progress, and potential. This includes informal evaluation, formal assessments, homework, helpful feedback to students, and response to assessment results that accounts for student individual needs, situations, and abilities.

Professional Development: Professional development and inservice growth; formally organized professional development opportunities or any form of continued learning that the teacher pursues while working.

Perceived Role and Responsibilities of the Teacher: The teacher’s perception of the role and responsibilities of teachers beyond the basic job description, both academic/professional and personal/relational responsibilities.

Collaboration with and Influences from Other Professionals: Collaboration and working together with other teachers and professionals, as well as the personal and professional influences received from other professionals.

External Factors: Contextual factors outside of the teacher’s control that affect teaching and learning, and teacher opinions and responses to these. This includes student home lives, school or governmental policy, rules, laws, and regulations, and policy and administration, including curriculum and other set standards.

Teacher-Parent and Teacher-Community Relationships: The teacher’s relationship and interactions with parents, as well as their interaction with the community and utilization of the resources of the community.



Stronge, James H. Qualities of Effective Teachers. 2nd ed. Alexandria, VA: Association for Supervision and Curriculum Development, 2007. Print.