DOI: https://doi.org/10.36719/2663-4619/125/164-169
Leylan Askerova
Baku, Azerbaijan
https://orcid.org/0009-0005-9114-2470
sgrovaleylan@gmail.com
Pedagogical Qualities of a Teacher’s Personality:
Requirements and Development Perspectives
Abstract
The formation of a teacher’s personality as an active subject in pedagogical activity is influenced by numerous social, economic, and educational factors. Modern education requires teachers who can responsibly address current educational tasks, demonstrate professional competence, and continuously engage in self-development. The process of preparing a teacher involves integrating the roles of an individual, citizen, and professional while fostering inner integrity and professional behavior. A highly qualified teacher should possess essential qualities such as love for children, passion for teaching, subject-matter expertise, broad worldview, intellectual development, high moral standards, and pedagogical intuition. Additional traits—such as communication skills, creativity, and a cheerful disposition—further enhance effectiveness. Pedagogical mastery is defined by the teacher’s ability to accurately assess situations, improvise, observe, predict, and engage in reflective practice. Therefore, professional excellence is a multifaceted, individualized process of creative self-realization, grounded in cultural values, pedagogical knowledge, and practical experience.
These qualities enable teachers not only to educate children effectively but also to contribute to the sustainable development of society. This study provides a theoretical and systematic classification of the pedagogical qualities of a teacher’s personality. At the same time, it offers a theoretical contribution to the existing approaches concerning teacher professional development and personality formation.
Keywords: teacher personality, pedagogical skills, professional development, reflection and self-improvement, education and upbringing