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Abstract
This study synthesizes the primary qualitative research findings on the views of students, teachers, school administrators, and parents about the characteristics of a good or effective teacher in the Turkish context. For this purpose, a meta-summary method of qualitative research synthesis was employed to aggregate knowledge from the primary qualitative studies published in peer-reviewed journals between the years 2000 and July 2022 in Turkey. A total of 31 research reports meeting the inclusion criteria of the review were included in the analysis. All these reports were assessed based on a set of existing quality assessment criteria for qualitative studies. Then, the qualitative findings were extracted from the primary research reports, edited, grouped, and abstracted, and lastly, the frequency effect sizes were computed for each conceptualized statement of findings. The analyses yielded 42 abstracted statements regarding good teacher characteristics with frequency effect sizes of 19.4–80% clustered under three dimensions, namely personal characteristics, professional characteristics, and characteristics related to teacher-student relationships. The personal characteristics underlined the key personality traits of teachers and their skills. As such, their professional characteristics were addressed under professional attitudes and professional skills. The findings also highlighted practical measures or characteristics to consider for healthy teacher-student relationships. The study concludes by discussing major findings, limitations, and implications for education and future research.
