The purpose of this article was to examine what education professionals in four countries (England,Finland, Malawi, and Oman) deemed as the critical (i.e., most important for effective teaching) noncognitive attributes of novice teachers. Results from an iterative comparative case study showed that participants consistently judged certain attributes of novice teachers as critical, i.e., empathy, organization, and resilience. However, there was also differential importance placed on teachers’ relationships with the community, reflecting theorized cultural differences. The findings provide new insight into how national and cultural context are associated with the perceptions of the critical non-cognitive attributes of effective teachers.

The purpose of this article was to examine what education professionals in four countries (England,Finland, Malawi, and Oman) deemed as the critical (i.e., most important for effective teaching) noncognitive attributes of novice teachers. Results from an iterative comparative case study showed that ...