Teachers’ views about colleagues who are good at managing learning

Reynolds (1999: 13) has argued that how teachers behave in their classrooms is the most important factor determining the educational standards of pupils:

First, in statistical analyses it is clear that the teacher ‘level’ explains three to four times more in terms of pupil results than the school ‘level’. Second, there is evidence of substantial variability in quality within our schools, in terms of departmental performance and in teachers’ effectiveness. Indeed, the range of effectiveness within schools dwarfs the variation between them.