Appendix E
Gallup Teacher Perceiver Instrument

The Gallup Teacher Perceiver is a structured interview that consists of a set of open-ended items (see Gallup Organization, 2002 and http://education.gallup.com/select/themeTeach.asp). It is based on Gallup’s research on what are believed to be the characteristics that make the best teachers. The interviews may be given face to face or over the telephone. The items covered in the instrument are listed below, with the descriptions provided by Gallup (2002).

MISSION—Mission is what takes some individuals and groups out of society’s mainstream in order to assure the quality and purposiveness of that mainstream. Mission is a deep underlying belief that students can grow and attain self-actualization. A teacher with mission has a goal to make a significant contribution to other people.

EMPATHY—Empathy is the apprehension and acceptance of the state of mind of another person. Practically, we say we put ourselves into the other person’s place. Empathy is the phenomenon that provides the teacher feedback about the individual student’s feelings and thoughts.

RAPPORT DRIVE—The rapport drive is evidenced by the teacher’s ability to have an approving and mutually favorable relationship with each student. The teacher likes students and expects them to reciprocate. Rapport is seen by the teacher as a favorable and necessary condition of learning.



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Attracting PhDs to K-12 Education: A Demonstration Program for Science, Mathematics, and Technology Appendix E Gallup Teacher Perceiver Instrument The Gallup Teacher Perceiver is a structured interview that consists of a set of open-ended items (see Gallup Organization, 2002 and http://education.gallup.com/select/themeTeach.asp). It is based on Gallup’s research on what are believed to be the characteristics that make the best teachers. The interviews may be given face to face or over the telephone. The items covered in the instrument are listed below, with the descriptions provided by Gallup (2002). MISSION—Mission is what takes some individuals and groups out of society’s mainstream in order to assure the quality and purposiveness of that mainstream. Mission is a deep underlying belief that students can grow and attain self-actualization. A teacher with mission has a goal to make a significant contribution to other people. EMPATHY—Empathy is the apprehension and acceptance of the state of mind of another person. Practically, we say we put ourselves into the other person’s place. Empathy is the phenomenon that provides the teacher feedback about the individual student’s feelings and thoughts. RAPPORT DRIVE—The rapport drive is evidenced by the teacher’s ability to have an approving and mutually favorable relationship with each student. The teacher likes students and expects them to reciprocate. Rapport is seen by the teacher as a favorable and necessary condition of learning.

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Attracting PhDs to K-12 Education: A Demonstration Program for Science, Mathematics, and Technology INDIVIDUALIZED PERCEPTION—Individualized perception means that the teacher spontaneously thinks about the interests and needs of each student and makes every effort to personalize each student’s program. LISTENING—The Listening theme is evident when a person spontaneously listens to others with responsiveness and acceptance. Listening is viewed as beneficial to the speaker. INVESTMENT—The Investment theme is indicated by the teacher’s capacity to receive a satisfaction from the growth of the students. This is in contrast to the person who must personally perform to achieve satisfaction. INPUT DRIVE—Input drive is evidenced by the teacher who is continuously searching for ideas, materials and experiences to use in helping other people, especially students. ACTIVATION—Activation indicates that the teacher is capable of stimulating students to think, to respond, to feel, to learn. INNOVATION—The innovation theme is indicated when a teacher tries new ideas and techniques. A certain amount of determination is observed in this theme because the idea has to be implemented. At a higher level of innovation is creativity, where the teacher has the capability of putting information and experience together into new configurations. GESTALT—The Gestalt theme indicates the teacher has a drive toward completeness. The teacher sees in patterns—is uneasy until work is finished. When gestalt is high, the teacher tends toward perfectionism. Even though form and structure are important, the individual student is considered first. The teacher works from individual to structure. OBJECTIVITY—Objectivity is indicated when a teacher responds to the total situation. This teacher gets facts and understands first as compared to making an impulsive reaction. FOCUS—Focus is indicated when a person has models and goals. The person’s life is moving in a planned direction. The teacher knows what the goals are and selects activities in terms of these goals.