University students’ perceptions of an ideal English teacher before and during the COVID-19 pandemic: A study

Abstract

This survey study examines how online teaching during the COVID-19 pandemic affected the students’ perception of an ideal English teacher. A close-ended questionnaire prepared in light of the students’ short descriptive views on the characteristics of an ideal English teacher was used to collect data about personal, social, and professional aspects of an ideal English teacher before the Covd-19 pandemic. During the pandemic, the survey was repeated. The present article compares and contrasts the calculated percentage of the data collected prior to and during the pandemic to conclude how the circumstances created by the global crises changed the students’ perceptions of an ideal English teacher. Based on comparative analysis, this research is a quantitative, descriptive study with some interesting results. The results reveal that, with the change of circumstances, some aspects of an ideal teacher remained irrelevant (e.g. age, gender, etc.); some others remained considerably compelling (e.g. the teacher’s interaction with the students, reading skills, listening skills, and punctuality); some became more important (e.g. show concern); some became less important (e.g. dress sense and physical features). The article touches on the Indian value system to interpret the results.

Keywords:

• professional
• social
• personal
• characteristics
• teaching

1. Introduction

This survey study aims to determine how online teaching during the COVID-19 pandemic affected students’ perception of an ideal English teacher. The onset of the pandemic marked a sudden change in the education system; classroom teaching came to a sudden halt, and the mode of instruction was forced to switch from offline to online. Many students, as well as teachers, struggled to get used to the new system for a long time. The teacher’s physical presence was replaced with his/her virtual existence on different online platforms. The worldwide outbreak of COVID-19 affected approximately 1.6 billion students in over 200 countries, and educational institutes and learning spaces were closed, affecting more than 94% of the world’s student population (Pokhrel & Chhetri, 2021). Juárez-Díaz and Perales (2021) report that, during the COVID-19 phase, the majority of teachers and all students had unfavourable views, which were related to certain faculty members’ emphasis on delivering information without engagement and with limited internet access.

2. Background to the survey study

Some teachers are often labelled as “favourite” teachers by their students. On the other hand, some hardworking and dedicated English teachers cannot attract students to their classes. A dedicated non-favourite teacher does not become popular among students irrespective of the fact that he/she is firm in his/her commitment to his/her role. Sometimes, he/she even goes beyond the call of duty to ensure that his/her pupils obtain quality education and frequently devotes extra time and effort to assist struggling students. A favourite teacher, on the other hand, is someone whom students adore for his/her engaging and relatable teaching approach. He/she easily connects with his/her students, fostering a warm, welcoming classroom ambience that promotes learning. His/her classes are pleasant, and he/she is regarded as a role model by many students.

Being an English teacher in India, the second author has always been keen to know his students’ perceptions of an ideal English teacher. He carried out a survey study titled “Students” Perception of an Ideal English Teacher” as a part of his dissertation work, submitted for the degree of M.A. (Education) in 2019, i.e., before the outbreak of the COVID-19 pandemic. The participants of this study were the students enrolled in the Department of English of DAV University in Jalandhar (Punjab, India) in the session 2018–19. The data regarding the personal, social, and professional characteristics of an ideal English teacher was gathered using a closed-ended questionnaire that was created in consideration of the students’ brief descriptive views on the characteristics of an ideal English teacher. The researcher re-conducted the same survey study on the students enrolled in the same Department in the session 2020–21, i.e., during the pandemic. This article compares the data collected before the pandemic and the data collected during the pandemic to draw conclusions regarding how the COVID-19 pandemic affected the student’s perception of an ideal English teacher. Notably, the pandemic clearly affected the education sector across the world to a great extent.

3. Objectives of the study

The objectives of the study are to find out:

1. the views of the students of the Department of English, DAV University (Jalandhar), regarding some social, personal, and professional aspects of an ideal English teacher.

2. the effects of the pandemic situation on the students’ perceptions of an ideal English teacher.

4. Research questions

1. According to the students of the Department of English, DAV University (Jalandhar), what are the personal, social, and professional qualities of an ideal English teacher?

2. How has the COVID-19 pandemic situation affected the students’ perceptions of an ideal English teacher?

5. Review of literature: An ideal second language teacher

Every language works within the framework of social, cultural, and linguistic codes, and learning a language involves exposure to such codes in formal and informal contexts. Under normal circumstances, our communicative interactions in society help us learn and improve speaking and listening skills in our mother tongue with ease. Such learning is primarily oral and ignores reading and writing skills. On the other hand, it is seen that learning a second language in informal contexts suffers a severe setback due to the lack of exposure to all the skills of that target language in day-to-day socio-cultural situations. It may be said that informal learning is arbitrary, asymmetrical, and unplanned, and importantly, all four skills of any language cannot be excelled in informal contexts.

A language teacher facilitates and systematically provides opportunities for learning in a graded manner. Keeping in view learners’ social and professional needs, he/she converts “information” into knowledge and facilitates learning. He/she consistently evaluates learners’ progress and ensures their overall development. Typically, high-quality teaching is defined by practices that are associated with successful outcomes for learners and test scores (Cochran-Smith & Fries, 2001). Students’ ideas and views regarding the ideal teacher are of paramount importance because students constantly judge teachers and their teaching and make opinions about them during and after the learning process. Moreover, they are directly influenced by both outstanding and bad teaching (Follman, 1995).

Kozikoğlu (2017) studies how future education professionals describe the ideal teacher and asserts that the first three cognitive categories attached to the ideal teacher are teaching pedagogical skills, humaneness/joviality, and professional content knowledge. Ida (2017) looks at secondary school students’ perceptions of a good teacher and argues that they want teachers who put in a lot of effort in assisting students with their learning. Furthermore, in their beliefs, personal attention, dealing with the issues of pupils, fair treatment, and showing respect for one another take priority.

Jannah (2019), on the basis of a study conducted at the University of Muhammadiyah Malang, states that effective ESP (English for Specific Purposes) lecturers have four characteristics: 1) educational awareness, 2) organisation and communication skills, 3) social and emotional skills, 4) English proficiency. Megawati (2019) analyses the data collected from 222 students in the fifth semester in the English Language Education Department at the University of Muhammadiyah Malang (ELED UMM) and claims that the students give more importance to an English teacher’s pedagogic competence than his/her personal competence. Urazaliyeva and Kassymova (2018) argue that the students consider psychological abilities—whereas the teachers consider English fluency—to be the most important trait of an ideal ELT instructor. Chomaeva and Kubanova (2019) assert that the students see genuine pedagogical engagement negatively and desire greater gentleness, happiness, and good emotions from engaging teachers. Barnett (2019) collects information about the qualities of high-quality teachers from a deliberate sample of people who have been identified as such by their principals. According to the study, high-quality teachers employ a variety of tactics that are carefully chosen in light of pupil needs and learning. Self-confidence and speaking style of teachers, Saini et al. (2019) finds, have the maximum effect on teaching (92.7% and 86.5%, respectively) in the personal area; in the professional domain, clarification of doubts (86.5%) was the most crucial factor affecting teaching, followed by the method of teaching (85.5%); the experience of teachers (86.4%) affects teaching the most, followed by the mastery of scientific concepts and materials (84.4%) in the scientific area. Ghimire (2019) claims that effective English language instruction requires dynamic teachers, active and creative learners, effective use of teaching-learning materials, proper use of the latest technologies, and multiliteracy pedagogy in the classroom. In secondary schools in Cross River State, Nigeria, Robert and Owan (2019) examine students’ perceptions of teachers’ efficacy and learning outcomes in mathematics and economics. They discover that students’ perceptions of teachers’ motivational abilities, instructional strategies, rapport with students, and level of communication have a significant influence on their learning outcomes.

Petrova et al. (2020) state that high subject mastery, the capacity to pique students’ interest in academic material, cooperation with students, and objective knowledge assessment are identified as the most crucial and preferred qualities of a modern teacher according to high school students. Positive personality traits include the teacher’s ability to communicate productively and gently with each pupil and his/her high energy level. Students do not care about a teacher’s looks. The respondents said it is crucial for a teacher to dress professionally and appear neat. Anggraini et al. (2020) discusses students’ perceptions of the qualities of an ideal maritime English instructor in a vocational institution. She asserts that the students view their teachers as ideal if they teach both formal and informal English, incorporate games into their lessons, and set up group and partner work activities. Additionally, the students favour those teachers who utilise technology and visual aids to encourage linguistic exploration; conversely, they dislike teachers who talk excessively. Karima (2020) finds that according to the student teachers, cultural awareness, classroom management, and effective communication skills are the most critical characteristics of effective EFL teacher educators. Hien (2020) finds that exceptional instructional abilities and thorough subject-matter knowledge are required for TEFL. Yazdanipour and Fakharzadeh (2020) looks at how the administrators of certain private English language institutions in Iran see language instructors’ effectiveness and comes to the conclusion that they place less importance on educational issues and learning results. It is found that administrators place greater importance on a teacher’s looks and personality than on several other job-related characteristics. Casta et al. (2020) reveals language proficiency, organisation and communication skills, character and personality, pedagogical knowledge, socio-affective skills, IT/ICT abilities, and cultural competency are the seven main theoretical constructs that sum up the traits Thai learners demand from their language instructors.

Karim (2021) looks at the concept of successful EFL teacher educators from the viewpoints of student teachers and teacher educators and finds that they view effective EFL teacher educators in very different ways. The perceptions of the three categories of attributes—subject matter knowledge, pedagogical knowledge, and organisation and communication skills—between student teachers and teacher educators differed significantly statistically. Between the teacher educators and the student teachers, there was no statistically significant difference in how they perceived socio-affective abilities. Huy (2022) discovers that EFL lecturers’ ability to execute pedagogical, social, managerial, and technical roles affects their students’ online English learning engagement. The research suggests that language instructors should receive extra training to increase their flexibility in generating autonomy-supportive online activities and their digital competence.

Since learning is a continuous process, teaching is a continuous process of striving for perfection. A good teacher is flexible and innovative. He/she accommodates himself/herself to ever-changing conditions and tries to give his/her best with available resources. A good teacher may show some essential archetypal patterns, but there is no unanimity among researchers about the success or effectiveness of a teacher (Harris et al., 1960).

Theoretically and practically, no teacher will become totally ideal. That correlation would mean that the teacher has achieved such a level of perfection that she or he no longer requires further effort toward improvement (Rusua et al., 2012, p. 1017)

The questionnaire used in this study outlines some important personal, social, and professional aspects of an ideal English teacher based on the student participants’ descriptive views of the characteristics of an ideal English teacher. The students broadly referred to the following aspects in their descriptive accounts:

5.1. Personal and social aspects

Gender, Age, Dress Sense, Looks/Physical Features, Sensitivity, Flexibility, Interactions with Colleagues and Students, Presence on Social Media, Family and Social Background, Brand Consciousness, and Availability outside the Class

5.2. Professional aspects

Teaching Skill and Experience, Use of Mother Tongue, Technology and Non-Verbal Communication, Classroom Environment, Attitude Towards Examination Process and Evaluation, Student-Teacher Relationship, Reading Skills, Listening Skills, Doctorate Degree, Care, Fluency, Expectations, Knowledge, and Punctuality.

Different studies explore students’ and/or teachers’ perceptions to find out the characteristics of an ideal/effective teacher and teaching. There is the unavailability of comparative research based on pre- and during- pandemic data about students’ perceptions of an ideal English teacher’s personal, social, and professional aspects. The present research is innovative and attempts to fill in a lacuna in the area of study.

6. Methodology of the study

The methodology of the study comprises the research method, population, sample, tool, and procedures of data collection and data analysis.

6.1. Research method

The nature of the research is descriptive, and the survey method has been adopted to collect the data. It is mainly quantitative research.

6.2. Population

The population is the students enrolled in the Department of English of DAV University, Jalandhar, in the sessions 2018–19 and 2020–21. Eighty-four students participated in the survey in 2019, whereas eighty students took part in the survey in 2021.

6.3. Sample

The second author was the Coordinator of the Department of English of DAV University, Jalandhar, at the time of the surveys. So, the population was conveniently available. This is a case of incidental/convenient sampling. The study involved all the students who were willing to participate in the research.

6.4. Tools

The following tools are used: i. Paper and Pen ii. Electronic platform. To understand what the students mean by “an ideal English teacher”, the students enrolled in 2018–19 were asked to write an essay on “Characteristics of an ideal English teacher”. Their responses were categorised into general descriptive categories and further used to develop a close-ended questionnaire. This questionnaire was used in 2019 as well as 2021 to collect the data. In 2019, the responses were collected manually, whereas the responses were collected on Google Forms in 2021.

6.5. Procedure of data collection

The 2019 data was manually collected through questionnaires. The questionnaires were distributed to all the students, and they were asked to drop their responses in the drop box meant for data collection. It helped the students to respond freely and without any pressure. They were allowed to hide their identity. The 2021 data was collected through Google Forms. While collecting data in 2021, the following instructions were given to the students: “Thank you for your willingness to fill in this questionnaire, which is the main instrument for collecting data regarding your perception of an ideal English teacher, particularly when teaching is being undertaken remotely and on digital platforms during the pandemic (Covid 19). This survey research is to serve a dual purpose. First, the results of the research would give an opportunity to the department teachers to introspect, retrospect, and analyse their personal, social, and professional aspects to become better teachers. Secondly, the research work would be published to document the students’ perception of an ideal English teacher in the Covid-9 situation. This would help other researchers across the world in a number of ways. Kindly give honest responses keeping in view online teaching during the pandemic. Your identity would not be revealed under any circumstances.”

6.6. Procedure of data analysis

Various attributes are examined by comparing means on discrete attributes between the two cohorts of students who studied in the same department. In other words, the data has been analysed with the help of quantitative techniques. First, the participants’ responses are calculated in percentage, and then the data is comparatively analysed to draw conclusions. The discussion is developed in connection to Indian cultural beliefs.

6.7. Ethical approval

Ethical approval/consent is taken from the students for filling in the questionnaire. The questionnaire at the beginning specifies that it is meant only for the students willing to participate in the survey. In other words, the research included only those students who were quite willing to participate in the research. Besides, the second author took permission from the office of Dean, DAV University, Jalandhar, to pursue an M.A. in Education and carry out the survey in 2019. The present article is an extension of the research work submitted to IGNO University (New Delhi) in partial fulfilment of the requirements for the degree of M.A. in Education.

6.8. Limitation of the study

The second-year and third-year students enrolled in 2018–19 had left before the study was reconducted during the pandemic in 2020–21. Besides, the newly admitted students in 2019–20 and 2020–21 took part in the study only during the pandemic, as they had not been studying in the Department in 2018–19. Although the survey study was repeated during the pandemic, all the participants were not the same. The common point between the two cohorts of the students is that all of them were taught by the same teachers in the same department.

7. Results and observations

7.1. Observation 7.1: Dress sense, physical looks/features, gender and age

During the pandemic, the percentage of students who believed that a teacher’s dress sense was not important at all exponentially increased from 17.85 percent to 41.3 percent (Ref. Table 1). While teaching on virtual platforms like Google Meet and Zoom, it is observed that the teacher mostly projects his/her face and the area around the shoulders on the screen. Hence, his/her dress does not remarkably influence his/her students to have an opinion about him/her in the online mode of teaching. Similarly, a teacher’s looks seem to have more influence in the face-to-face physical mode of teaching than the virtual mode. The percentage of students who opined that the teacher’s looks/physical features were not imperative to make an opinion of his/her personality increased from 50 percent to 61.3 percent during the pandemic. It is found that the physical teaching mode helps the teacher build rapport with his/her students through effective verbal and non-verbal communication. On the other hand, non-verbal messages through eyes (Oculesics), touch (Haptics), and facial gestures, especially microexpressions (Kinesics), are not effectively conveyed during online teaching. Besides, the 3D visual experience in the physical mode is livelier and more engaging than the 2D image on the virtual platform.

Table 1. Dress sense and physical looks/features

Students’ Responses in Percentage →	Not Important (0–20)		Slightly Important (21–40)		Somewhat Important(41–60)		Very Important (61–80)		Most Important (81–100)
Social and Professional Aspects	Before COVID-19	During COVID-19	Before COVID-19	During COVID-19	Before COVID-19	During COVID-19	Before COVID-19	During COVID-19	Before COVID-19	During COVID-19
Dress Sense	17.85	41.3	35.71	27.5	35.71	18.8	10.71	10	0	2.5
Looks/Physical Features	50	61.3	29.76	21.3	19.04	8.8	0	7.5	1.19	1.2

According to the students, the teacher’s gender and age were irrelevant aspects (Ref. Tables 2 and 3). Before and during the pandemic, more than 95 percent of the students reported that the gender of the ideal teacher did not matter to them. Similarly, almost 80 percent of the students said that age was an irrelevant aspect in this context; an ideal English instructor might be of any age. Before and after the pandemic, the most popular age range was between 31 and 40. However, this range was selected by less than 15 percent of the students.

Table 2. Teacher’s gender

Students’ Responses in Percentage	Before COVID-19	During COVID-19
Male (Man)	2.38	2.5
Female (Woman)	0	0
Gender Neutral	96.42	97.5
Not Answered	1.19	0

Table 3. Teacher’s age group

Students’ Responses in Percentage	Before COVID-19	During COVID-19
20–30 years	2.35	2.5
31–40 years	14.11	8.8
41–50 years	1.17	3.7
51–60 years	0	1.3
61–70 years	0	0
Above 70	0	0
Age doesn’t matter	82.35	83.8

Observation 1 strengthens the traditional Indian idea that the outer aspects of the knowledge provider are not important at all; importance should be given to knowledge rather than the knowledge provider (Guru). Kabir, a 15^th-century Indian mystic poet and saint, says:

जाति न पूछो साधु की, पूछ लीजिये ज्ञान।

मोल करो तलवार का, पड़ा रहन दो म्यान ॥

(Ask not a saint of his caste; rather, of his knowledge.

Negotiate the price of the sword, let the sheath be kept aside) (The second author’s Translation)

The couplet implies that the sword is utilised in a battle, not the sheath that holds it. Similarly, the knowledge of a sage is useful, not his caste or religion.

7.2. Observation 7.2: Emotional sensitivity and flexibility

Roy and Dasgupta’s (2017) study on underprivileged high-ability middle school students reveals that the human qualities of teachers are more important than their domain knowledge for students. In the present survey study, the students expect the ideal teacher to be emotionally sensitive and flexible, and there is a rise in the expectation level during the pandemic (Ref. Table 4). In other words, as regards the teacher’s emotional sensitivity and flexibility, a notable percentage of the students opted for the “most important” and “very important” options during the pandemic. The COVID-19 pandemic instilled a sense of uncertainty and despair in people, and it was crucial for every individual to be flexible, accommodating and sensitive towards other fellow beings irrespective of one’s social status. Saint Kabir also emphasises that human qualities are more important than one’s other achievements. He says,

बड़ा हुआ तो क्या हुआ, जैसे पेड़ खजूर।

पंथी को छाया नहीं, फल लागे अति दूर॥

(So what if you are as tall as a date palm?

There is no shadow for passers-by, and the fruits are far away. (The second author’s Translation)

Table 4. Emotional sensitivity and flexibility

Students’ Responses in Percentage →	Not Important (0–20)		Slightly Important (21–40)		Somewhat Important(41–60)		Very Important (61–80)		Most Important (81–100)
Social and Professional Aspects	Before COVID-19	During COVID-19	Before COVID-19	During COVID-19	Before COVID-19	During COVID-19	Before COVID-19	During COVID-19	Before COVID-19	During COVID-19
Emotional Sensitivity	2.38	5	27.38	21.3	41.66	33.8	25	31.3	3.57	8.8
Flexibility	2.38	5	14.28	1.2	42.85	22.5	29.76	46.3	10.71	25

Kabir emphasises that one’s worldly accomplishments and achievements do not make one great. Humility lays the foundation for one’s greatness. According to Kabir, despite its height, the date palm tree cannot provide shade to passers-by or visitors, nor can its fruit be collected easily. Similarly, one’s worldly accomplishments and achievements are meaningless if one lacks compassion and genuine love.

7.3. Observation 7.3: Interactions, relationships, availability and expectations

During the lockdown, the teachers worked from home and a considerable number of students were of the view that the teachers’ interactions with one another were quite indispensable to ensure uninterrupted and effective teaching. As regards the teacher’s interactions with his/her colleagues, the percentage of students who opted for “not important” and “slightly important” options decreased and the percentage of those who chose “the most important” and “very important” options increased during the pandemic (Ref. Table 5). At DAV University, the teachers work within an established framework of communication; they also get a lot of random, informal opportunities to interact and share information with one another in small or large groups. While working from home, such opportunities remained unavailable. Interpersonal communication among teachers on the telephone or virtual platforms was quite crucial in facilitating online teaching.

Table 5. Interactions, relationships, availability and expectations

Students’ Responses in Percentage →	Not Important (0–20)		Slightly Important (21–40)		Somewhat Important(41–60)		Very Important (61–80)		Most Important (81–100)
Social and Professional Aspects	Before COVID-19	During COVID-19	Before COVID-19	During COVID-19	Before COVID-19	During COVID-19	Before COVID-19	During COVID-19	Before COVID-19	During COVID-19
Interaction with Colleagues	19.04	12.5	26.19	21.3	26.19	31.3	19.04	23.7	9.52	11.3
Interaction with Students Outside the Classroom	2.38	7.5	9.52	7.5	32.14	26.2	45.23	41.3	10.71	17.5
Show Care	16.66	1.3	28.57	2.5	27.38	26.3	19.04	52.5	8.33	17.5
Strong Student-Teacher Relationship	0	0	4.76	2.5	25	11.3	48.80	50	21.42	36.3
Availability for Students Outside the Classroom/university	7.14	3.8	21.42	18.8	36.90	30	26.19	33.8	8.33	13.7
High Expectations from All Students	19.04	6.3	28.57	22.5	23.80	41.3	26.19	22.5	2.38	7.5

As far as the teacher’s interactions with his/her students are concerned, the percentage of students who opted for “the most important” and “very important” options slightly increased from 55.94 percent to 58.8 percent (Ref. Table 5). It reveals that more than half of the participants believe a teacher’s interactions with his/her students are considerably important in the online mode as well as in the offline mode of teaching. For good teaching and learning to occur, there must be positive teacher-student contact (Arthur et al., 2003b).

Chan (2018) explores Chinese pupils’ opinions on competent teachers and successful instruction. Learners respect instructors’ admiration, concern, and cordial relationships with pupils in addition to their instructional competence. Kabir goes so far as to put human love over worldly knowledge. He says,

पोथी पढ़ि पढ़ि जग मुआ, पंडित भया न कोय |

ढाई आखर प्रेम का, पढ़े सो पंडित होय ||

(Although the world reads a lot, not everyone becomes a scholar.

The one who learns two and a half letters of love becomes a scholar.) (The Second Author’s Translation)

Kabir thinks that not everyone becomes a scholar, even after reading a lot of books. According to Kabir, a person will be a true scholar if he/she can read just “two and a half letters” of love, i.e., embrace human love and compassion.

The teacher serves as a guide, and his/her active participation was looked forward to throughout the COVID-19 crisis. In times of uncertainty, the teacher was expected to show concern; during the pandemic, the number of pupils who selected “the most important” or “very important” options for the teacher’s expression of concern exponentially shot up from 27.33 percent to 70 percent (Ref. Table 5). This augmented change in the percentage is the maximum change in the study.

As Sarason (1999) said, “the starting point of all learning is to know the minds and hearts of your learners” (p.110) … The purposeful design of a teacher-student interactive learning environment enhances the educational experience for students (Gablinske, 2014)

An effective English teacher should have a great rapport with his/her students; a strong student-teacher relationship lays the foundation for effective learning. With regard to it, approximately 86 percent of the students chose “the most important” and “very important” options during the pandemic, compared to approximately 70 percent before the outbreak (Ref. Table 5). During the pandemic, when there was a global catastrophe, more students realised the importance of their teachers’ s emotional support.

For more than 30 percent of the students, the teacher’s availability outside the classroom was “somewhat important” prior to and during the pandemic (Ref. Table 5). The percentage of students who considered this aspect to be “the most important” or “very important” went up from 34.52 to 47.5 percent. During the pandemic, the students anticipated their teacher to stay electronically or via telephone contactable even after classes. The Guru Gita’s description of the guru as a “dispeller of darkness” (verse 17) is accurate (from gu, “darkness” and ru, “that which dispels”). During hard times, the students more keenly looked forward to his/her teacher’s guidance and emotional support.

“Having high expectations from all students” was not a very conspicuous aspect of an ideal English teacher’s professional sphere of life before the pandemic. However, the percentage of students who chose “not important” and “slightly important” options fell from 47.61 % to 28.8% during the pandemic (Ref. Table 5). The most favourite option prior to and during the pandemic was “somewhat important”; 23.80% of the pupils before the pandemic and 41.3% of the pupils during the pandemic chose it. It is notable that higher expectations for student performance lead to more favourable academic results (Rist, 1970).

7.4. Observation 7.4: Social media, familial background and brand awareness

The teacher’s familial and social background, brand awareness, and presence on social media do not greatly influence how his/her students perceive him/her (Ref. Table 6). Regarding his/her presence on social media sites, more than 72 percent of the students chose “not important” and “slightly important” options before as well as during the COVID-19 pandemic; regarding his/her family and social background, more than 90 percent of the students selected “not important” and “slightly important” options before and during the global crisis; and regarding his/her brand consciousness, more than 84 percent of the students opted for “not important” and “slightly important” options before and during the pandemic. Therefore, these three aspects are not essential for an ideal English teacher; they do not influence students’ perception of the teacher. Kabir, as stated earlier, also disapproves of a Master’s/Guru’s outer aspects. In his poem “Pedigree”, Kabir says,

Table 6. Social media, familial background and brand awareness

Students’ Responses in Percentage →	Not Important (0–20)		Slightly Important (21–40)		Somewhat Important(41–60)		Very Important (61–80)		Most Important (81–100)
Social and Professional Aspects	Before COVID-19	During COVID-19	Before COVID-19	During COVID-19	Before COVID-19	During COVID-19	Before COVID-19	During COVID-19	Before COVID-19	During COVID-19
Presence on Social Media Sites	57.14	52.5	19.04	20	16.66	20	5.95	6.3	1.19	1.2
Family and Social background	67.85	75	22.61	17.5	7.14	5	2.38	1.2	0	1.2
Brand Consciousness	55.95	72.5	28.57	21.3	13.09	3.7	1.19	2.5	1.19	0

Judge not the servant (of the Lord) by his wealth

or social status.

A single piece of sandalwood is far more precious

Than a million of the common babul trees.

A Sadhu’s small thatched hut is far more precious

Than a well-built village owned by a slave

of the world (Ezkiel, 1992).

7.5. Observation 7.5: Technology

Many studies provide evidence that web-based learning contributes to the quality of teaching and learning skills (Bransford et al., 1999). When offline teaching was supplanted by virtual learning during the pandemic, technology played a crucial role. However, the online form of instruction presented a lot of challenges for educators who lacked technical expertise. Before the pandemic, over 80 percent of the students responded that the use of technology (slides, e-documents, smart classroom materials, etc.) by an ideal English instructor was “somewhat important” or “very important” (Ref. Table 7). During the pandemic, however, more than 73% of the students selected responses ranging between “somewhat important” and “the most important”. It is notable that the percentage slightly decreased from 80 to 73 percent during the worldwide crisis, which is quite surprising given that the ideal English teacher is supposed to largely rely on technology in the online mode of teaching. The data suggests that some students had a positive view of a non-tech-savvy ideal teacher, and 11.3 percent of the students during the pandemic believed that technology could not be a deciding factor while assessing the professional aspects of an ideal English teacher. Notably, there was not a single student who viewed the use of technology as “not important” prior to the pandemic, when offline instruction was the norm.

Table 7. Technology

Students’ Responses in Percentage →	Not Important (0–20)		Slightly Important (21–40)		Somewhat Important(41–60)		Very Important (61–80)		Most Important (81–100)
Social and Professional Aspects	Before COVID-19	During COVID-19	Before COVID-19	During COVID-19	Before COVID-19	During COVID-19	Before COVID-19	During COVID-19	Before COVID-19	During COVID-19
Use of Technology	0	11.3	19.04	15	52.38	37.5	25	27.5	3.57	8.8

7.6. Observation 7.6: Communication

Popa (2018) conducted a study to chalk out a set of personal and professional characteristics of an ideal teacher from the viewpoint of the students enrolled in a teacher training program. The researcher finds that the participants consider communication to be one of the most essential four characteristics of an ideal teacher.

Before and during the pandemic, more than 40 percent of the pupils opted for “the most important” and “very important” options for the use of non-verbal communication by the ideal English teacher (Ref. Table 8); approximately 30 percent of the students deemed this factor to be “somewhat important”. During the pandemic, the percentage of students who considered this factor to be “slightly important” declined by about 12 percent; more pupils were aware of the significance of nonverbal communication prior to the pandemic.

Table 8. Non-verbal communication, reading skills, listening skills, and fluency

Students’ Responses in Percentage →	Not Important (0–20)		Slightly Important (21–40)		Somewhat Important(41–60)		Very Important (61–80)		Most Important (81–100)
Social and Professional Aspects	Before COVID-19	During COVID-19	Before COVID-19	During COVID-19	Before COVID-19	During COVID-19	Before COVID-19	During COVID-19	Before COVID-19	During COVID-19
Use of Non-Verbal Communication	1.19	3.8	29.76	17.5	27.38	33.8	28.57	35	13.09	10
Listening Skills	0	0	1.19	1.3	9.52	12.5	58.33	58.8	30.95	27.5
Reading Skills	0	0	1.19	1.3	7.14	13.8	52.38	52.5	39.28	32.5
Fluency	0	6.3	7.14	12.5	44.04	31.3	44.04	46.3	4.76	3.7

Reading and listening skills are essential for an ideal English teacher in both digital and conventional ways of instruction (Ref. Table 8). This view is supported by the data obtained before and after the pandemic. Before and during the pandemic, at least 85 percent of the learners selected “the most important” and “very important” options for listening and reading skills.

During and after the pandemic, approximately 50 percent of the students considered “fluency” as a significant professional trait (Ref. Table 8). Before the crisis, 44.04 percent of the students regarded fluency to be “somewhat important”, while after the outbreak, 31.3 percent of the students held the same opinion. It is notable that the quality of online communication also depends upon the internet bandwidth; in the rural interiors where the internet connectivity is poor, it is difficult for students to grasp the contents of a lecture delivered by a highly fluent teacher.

7.7. Observation 7.7: Doctorate, knowledge, punctuality and teaching skills, experience and environment

According to around 30 percent of the students, before and during the pandemic, “having a doctorate degree” and “having teaching experience” are “somewhat important” aspects of an ideal English teacher’s professional sphere of life (Ref. Table 9). As regards a doctorate degree, around 40 percent of the students selected “not important” and “slightly important” options before and during the pandemic. In the case of teaching experience, around 35 percent of the learners opted for “not important” and “slightly important” options before and during the pandemic.

Table 9. Doctorate, experience, knowledge, and punctuality

Students’ Responses in Percentage →	Not Important (0–20)		Slightly Important (21–40)		Somewhat Important(41–60)		Very Important (61–80)		Most Important (81–100)
Social and Professional Aspects	Before COVID-19	During COVID-19	Before COVID-19	During COVID-19	Before COVID-19	During COVID-19	Before COVID-19	During COVID-19	Before COVID-19	During COVID-19
Doctorate Degree	23.80	27.5	17.85	10	34.52	33.8	21.42	22.5	2.38	6.3
Teaching Experience	16.66	13.8	16.66	21.2	32.14	28.7	25	20	9.52	16.2
Knowledge about Other Subjects	2.38	6.3	20.23	18.8	40.47	43.8	35.71	20	1.19	11.3
Punctuality	1.19	2.5	7.14	6.2	22.61	22.5	51.19	42.5	17.85	26.2

Prior to and during the pandemic, over 40 percent of the students considered “knowledge about other subjects” to be “somewhat important” for an ideal English teacher (Ref. Table 9). It was their ‘most’ favourite choice. Both before and during the pandemic, more than 30 percent of the students believed this professional aspect to be either “very important” or “most important”.

Seventy percent of the pupils considered timeliness either “very important” or “the most important” for an ideal English instructor, prior to and during the pandemic (Ref. Table 9). Disapproving procrastination, Saint Kabir also highlights the importance of punctuality. He says the world may come to an end at any moment

काल करे सो आज कर, आज करे सो अब

पल में परलय होएगी, बहुरी करोगे कब

(Do tomorrow’s work today and today’s work now.

If the opportunity is lost, how can the work be accomplished?) (The Second Author’s Translation)

Kabir, while discussing the significance of time, advises that if you must complete a task tomorrow, do it today, and if you must complete a task today, do it now since our lives are so short and will end in a matter of moments. That is, if you do not act promptly, you will not be able to accomplish your goals.

Prior to the pandemic, 65.47 percent of the pupils stated that an ideal English teacher would teach English as a skill (Ref. Table 10). During the pandemic, however, the percentage of students plummeted to 52.5%. Before and during the pandemic, “English via literature” was the second most popular option; 21.42 percent of the students before the pandemic and 28.7 percent of the students during the pandemic believed that an ideal English teacher taught English through literature. There is a sudden increase of almost 15 percent of the students who opted for “English as a Language”. Before and during the pandemic, over 60 percent of the pupils claimed that the ideal English instructor should occasionally use the mother tongue in class (Ref. Table 11).

Table 10. Teaching

Students’ Responses in Percentage	Before COVID-19	During COVID-19
English as a Language	1.19	16.3
English as a Subject	2.38	2.5
English as a Skill	65.47	52.5
English Through Literature	21.42	28.7
Any Other	9.52	0

Table 11. Mother tongue

Students’ Responses in Percentage	Before COVID-19	During COVID-19
Always	2.38	5
Usually	21.42	25
Sometimes	65.47	61.3
Rarely	9.52	7.5
Never	1.19	1.2

Prior to the pandemic, according to 76.19 percent of the pupils, the classroom environment of the ideal English instructor should be student-centred (Ref. Table 12). During the pandemic, when online learning was the modality of instruction, the number of students who chose “the student-centred” choice decreased to 51.2%. There was a rapid increase in the proportion of students who believed that the classroom should be centred on teaching aids.

Table 12. Classroom environment

Students’ Responses in Percentage	Before COVID-19	During COVID-19
Teacher Centric	7.14	6.3
Student Centric	76.19	51.2
Syllabus Centric	5.95	6.3
Teaching Aids Centric	5.95	28.7
Any Other	4.76	7.5

7.8. Observation 7.8: Examination and evaluation

Before and during the COVID-19 pandemic, almost 30 percent of the students stated that the ideal English teacher should administer weekly tests (Ref. Table 13). The percentage of students who believed the ideal instructor should conduct tests whenever he/she wishes increased notably from 14.28 percent to 26.3 percent during the pandemic. In light of the adoption of online education, these students appeared to accept teacher autonomy willingly.

Table 13. Tests

Students’ Responses in Percentage	Before COVID-19	During COVID-19
Daily	4.76	1.2
Weekly	33.33	28.7
Fortnightly	14.28	6.3
Monthly	15.47	15
Quarterly	3.57	7.5
Annually	0	0
Not Regularly	13.09	13.8
Whenever the Teacher Feels Like	14.28	26.3
Never	1.19	1.2

88.09 percent of the students before the international health crisis and 71.3% of the students during the crisis stated that the ideal English teacher had a serious attitude towards the examination process; he/she adhered to all norms in spirit (Ref. Table 14). During the COVID-19 survey, there was an abrupt increase (from 5.95 percent to 28.7 percent) in the proportion of students who believed that the ideal instructor rigorously followed all examination norms. Several students allegedly took unfair advantage of online exams by copying and pasting answers and engaging in other unfair means. There was a shift in the perceptions of a good number of pupils who desired the ideal teacher to be quite strict about the examination procedure during the pandemic. 88.09 percent of the students before the pandemic and 75 percent of the students during it stated that an ideal English instructor opted for a balanced approach while evaluating; he/she is neither strict nor lenient while marking (Ref. Table 15). The increase of almost 10% in the percentage of students who thought that the ideal English teacher did lenient marking is notable.

Table 14. Attitude towards examination process

Professional Aspect →	Attitude Towards Examination Process
Students’ Responses in Percentage	Before COVID-19	During COVID-19
Very Strictly (Abiding Rules in Letter)	5.95	28.7
Seriously (Abiding Rules in Spirit)	88.09	71.3
Leniently	4.76	0
Carelessly	1.19	0

Table 15. Marking

Professional Aspect →	Marking
Students’ Responses in Percentage	Before COVID-19	During COVID-19
Strictly	5.95	8.8
Lenient	4.76	13.8
Neither Strict nor Lenient	88.09	75
On Mood	1.19	2.5

8. Conclusion

While sharing their subjective views about an ideal English teacher individually, one or more students randomly and erratically referred to the following significant/insignificant characteristics: gender, age, dress sense, looks/physical features, sensitivity, flexibility, interactions with colleagues and students, presence on social media, family and social background, brand consciousness, availability outside the class, teaching skill and experience, use of mother tongue, technology and non-verbal communication, classroom environment, attitude towards examination process and evaluation, student-teacher relationship, reading skills, listening skills, doctorate degree, care, fluency, expectations, knowledge, and punctuality.

Online teaching superseded face-to-face teaching and became a norm during the pandemic. The study reveals that pandemic-stricken changes affected the students’ perceptions of an ideal English teacher to a large extent. Before the pandemic, “having high expectations from all students” was not a significant part of an ideal English teacher’s personality. During the pandemic, as regards classroom environment, there was a sudden inclination towards “teaching aids” though the most favourite option remained “student centric”; similarly, as regards teaching, there was a sudden inclination towards “English as a language” though the most favourite option remained “English as a skill”. In terms of test administration, there was an unexpected preference for “whenever the teacher feels like it”, while “weekly” remained the most popular option during the pandemic. As for grading, there was a sudden preference for the option “lenient”, while “neither strict nor lenient” remained the most popular option during the pandemic. In the COVID-19 survey, the percentage of students who believed the ideal teacher strictly followed exam norms jumped from 5.95 percent to 28.7 percent. During the pandemic, the teacher’s dress sense, physical features or looks and fluency were less important; more students expected the ideal teacher to be emotionally sensitive and flexible, maintain effective interpersonal relationships with his/her colleagues, remain available “outside the class” virtually/telephonically and focus on the strong relationship between the teacher and the student. When compared with the pre-pandemic data, it was also found that more students realised the value of their teachers’ nonverbal communication and emotional support during the pandemic. In uncertain times, the teacher was emphatically expected to express his/her concern. The study reinforces the idea, as in Bekereci (2017)’s study, that perceptions may change with a change in context. Interestingly, the teacher’s interaction with the students, reading skills, listening skills, and punctuality were considered crucial before as well as during the pandemic. Undoubtedly, a tech-savvy English teacher is considered ideal. However, 11.3 percent of the students during the pandemic were of the view that technology could not be a deciding factor when considering an ideal English teacher’s professional characteristics. According to the students, the teacher’s gender, age, presence on social media, familial and social background and brand awareness were mainly irrelevant aspects before as well as during the pandemic. In the cases of teaching experience, knowledge about other subjects, doctorate degree, and the use of mother tongue, any sudden or important change in perception was not noticed.

9. Suggestions for future research

Based on the case study, the following suggestions are made for future research:

9.1. Post-COVID research

The research can be expanded by collecting data from the same Department to compare and contrast the Pre-COVID, During-COVID, and Post-COVID data. The results will help us understand the effects of the pandemic on students’ perceptions more deeply.

9.2. Teacher training

The next phase of this research can look at the significance of the results for teacher training programmes. It is critical to research the abilities and competencies required of an ideal English teacher, both in regular classroom settings and in remote, hybrid, or unsettling learning situations. This can help guide the creation of customised training programmes to provide instructors with the skills they need to teach effectively in a variety of settings.

9.3. Cross-cultural and cross-regional investigation

A comparative investigation into the perspectives of university students from various socio-cultural backgrounds in different geographical settings can provide significant insights for educators dealing with varied student groups. This research will shed light on the effect of cultural and geographical characteristics on students’ opinions of an ideal English teacher.

9.4. Pedagogical strategies

It will be fascinating to explore the pedagogical strategies that might assist English teachers in meeting students’ perceived expectations. Innovative ways should be investigated in order to improve the learning experience and correspond with students’ changing preferences.

Credit author statement

Sakul Kundra: Formal Analysis and Writing- Review. Nakul Kundra: Conceptualization, Methodology, Investigation, Resources, Data Curation, Writing—Original Draft, and Writing- Review and Editing. Awadhesh Kumar Shirotriya: Formal Analysis and Writing- Review.

Acknowledgments

The second author, Dr Nakul Kundra, collected the data in 2019 for his dissertation titled ‘Students’ Perception of an Ideal English Teacher: A Case Study”, submitted to Indira Gandhi National Open University (IGNOU), New Delhi, for the partial fulfilment of M.A. in Education. He is thankful to his supervisor, Dr Manminder Kaur, for her consistent support. Special thanks are due to all the students who participated in the survey(s). The data was collected at DAV University, Jalandhar. However, the article was mainly written by the second author at the University of Allahabad in collaboration with the co-authors from Fiji National University, Fiji.

Disclosure statement

No potential conflict of interest was reported by the author(s).

Additional information

Notes on contributors

Sakul Kundra

Dr. Sakul Kundra is Associate Dean Research and Assistant Professor of History at College of Humanities and Education, Fiji National University. He completed his Ph.D. in History from the Centre for Historical Studies, Jawaharlal Nehru University, India. He is a prolific writer.

Nakul Kundra

Dr. Nakul Kundra completed his Ph.D. (English) from Guru Nanak Dev University, Amritsar, India. He is an Associate Professor in the Department of English and Modern European Languages at the University of Allahabad, Prayagraj, India. India's experimental and avant-garde counterculture appeals to him for its potentiality as a research topic.

Awadhesh Kumar Shirotriya

Dr. Shirotriya obtained his Ph.D. in Physical Education from Devi Ahilya Vishwadhyalya, Indore (MP), India in 2015. Presently, he is working as Assistant Professor in Fiji National University, Fiji Islands.

Appendix

Questionnaire

Students’ Perceptions of an Ideal English Teacher

Dear Student,

Thank you for your willingness to fill in this questionnaire, which is the main instrument for collecting data regarding your perceptions of an ideal English teacher. This survey research is to serve a dual purpose. First, the results of the research would give an opportunity to the department teachers to introspect, retrospect, and analyse their personal, social, and professional aspects to become better teachers. Secondly, the research work would be submitted to IGNOU in partial fulfilment of the requirements for the degree of Master of Arts in Education.

Kindly give honest responses. You identity would not be revealed under any circumstances.

– Dr. Nakul Kundra

Please fill in your personal details:

Table

Name (Optional)
Registration Number (Optional)
Class and Semester:
Age:
Male or Female:

Personal & Social Aspects

1. Out of the following, who can be a better ideal English teacher?

a. Man b. Woman c. Both Man & Woman (Gender doesn’t matter.)

2. An Ideal English teacher, to your mind, belongs to the age group of ________________.

a. 20-30 years b. 31-40 years c. 41-50 years d. 51-60 years e. 61- yearsf. Above 70 g. Age doesn’t matter

3. To what extent an ideal English teacher’s dress sense influence you to make an opinion about his/her personality as a teacher?

a. Not important b. Slightly important c. Somewhat important d. Very important

e. The most important

4. To what extent an ideal English teacher’s looks/physical features influence you to make an opinion about his/her personality as a teacher?

a. Not important b. Slightly important c. Somewhat important d. Very important

e. The most important

5. How important is it for an ideal English teacher to be emotionally sensitive?

a. Not important b. Slightly important c. Somewhat important d. Very important

e. The most important

6. How important is it for an ideal English teacher to be flexible?

a. Not important b. Slightly important c. Somewhat important d. Very important

e. The most important

7. To what extent an ideal English teacher’s interactions with his/her colleagues influence you to make an opinion about his/her personality as a teacher?

a. Not important b. Slightly important c. Somewhat important d. Very important

e. The most important

8. To what extent an ideal English teacher’s interactions with his/her students outside the classroom influence you to make an opinion about his/her personality as a teacher?

a. Not important b. Slightly important c. Somewhat important d. Very important

e. The most important

9. To what extent an ideal English teacher’s active presence on social media sites like Facebook, Twitter, and Instagram influence you to make an opinion about his/her personality as a teacher?

a. Not important b. Slightly important c. Somewhat important d. Very important

e. The most important

10. How important is it for you to know about the family and social background of an Ideal English teacher?

a. Not important b. Slightly important c. Somewhat important d. Very important

e. The most important

11. To what extent a teacher’s brand consciousness (for e.g. while using products like pen, mobile phone, shoes, clothes, etc.) influence you to make an opinion about his/her personality as a teacher?

a. Not important b. Slightly important c. Somewhat important d. Very important

e. The most important

12. How important is it for an ideal English teacher to be available for his/her students outside the classroom/university?

a. Not important b. Slightly important c. Somewhat important d. Very important

e. The most important

Professional Aspects

13. How does an ideal English teacher teach English?

a. English as a Language b. English as a Subject c. English as a Skill

d. English through Literature e. __________________ (any other)

14. What should be the attitude of an ideal English teacher towards the mother tongue? He/she should ___________ use the mother tongue to teach English.

A. Always B. Usually C. Sometimes D. Rarely E. Never

15. Classroom environment can be best classified as ____________when an ideal English teacher teaches.

A. Teacher Centric B. Student Centric C. Syllabus Centric D. Teaching Aids like projector, board, chalk, etc. Centric E. Any other (______________Centric)

16. An ideal English would like to conduct tests________________.

A. Daily B. Weekly c. Fortnightly d. Monthly e. Quarterly f. Annually g. Not regularly h. Whenever the teacher feels like i. Never

17. How should an Ideal English teacher take the University examination process (which includes invigilation duties and evaluation of answer scripts also)?

A. Very Strictly; abide by all rules in letter

B. Seriously, but may not follow all rules strictly; Uses his/her discretion sensibly and legally (abiding rules in spirit)

C. Leniently; does not follow all rules; doesn’t mind taking illegal decisions off and on

D. Carelessly; not bothered about rules at all; highly illegal, unprofessional, and unethical approach.

18. An ideal English teacher does _________________marking.

A. Strict B. Lenient C. Neither Strict nor lenient (objective) D. Sometimes Strict and Sometimes Lenient; depends upon his/her mood

19. How important is it for an ideal English teacher to use technology (slides, edocuments, smart classroom materials, etc.) in the lecture?

a. Not important b. Slightly important c. Somewhat important d. Very important

e. The most important

20. How important is it for an ideal English teacher to build strong studentteacher relationship?

a. Not important b. Slightly important c. Somewhat important d. Very important

e. The most important

21. How important is it for an ideal English teacher to use his/her physical gestures (Not words), i.e. non-verbal communication while communicating and teaching?

a. Not important b. Slightly important c. Somewhat important d. Very important

e. The most important

22. How important are Listening skills for an ideal English teacher?

a. Not important b. Slightly important c. Somewhat important d. Very important

e. The most important

23. How important are Reading skills for an ideal English teacher?

a. Not important b. Slightly important c. Somewhat important d. Very important

e. The most important

24. To what extent is it important for an ideal English teacher to have a doctorate degree?

a. Not important b. Slightly important c. Somewhat important d. Very important

e. The most important

25. To what extent is it important for an ideal English teacher to have teaching experience in the past?

a. Not important b. Slightly important c. Somewhat important d. Very important

e. The most important

26. How important is it for an ideal English teacher to show that he/she cares about his/her students?

a. Not important b. Slightly important c. Somewhat important d. Very important

e. The most important

27. How important is it for an ideal English teacher to have high expectations from all students?

a. Not important b. Slightly important c. Somewhat important d. Very important

e. The most important

28. How important is it for an ideal English teacher to have a very high level of fluency?

a. Not important b. Slightly important c. Somewhat important d. Very important

e. The most important

29. How important is it for an ideal English teacher to have knowledge about other subjects than English?

a. Not important b. Slightly important c. Somewhat important d. Very important

e. The most important

30. How important is it for an ideal English teacher to be punctual?

a. Not important b. Slightly important c. Somewhat important d. Very important

e. The most important