A convincing body of evidence shows that teachers are the most significant in-school influence on student achievement. The process of selecting the most effective future teachers has implications not only for individual applicants and education systems, but for society as a whole.
Researchers from the Psychology in Education Research Centre (PERC) at the University of York are working to develop a reliable, valid, practical and evidence-supported SJT. Results show our pilot SJT exhibits excellent psychometric properties and is significantly correlated with interview criteria, meaning that the test may be useful for initial screening of non-cognitive attributes. Initial results demonstrate the feasibility of the approach and provide a robust rationale for extending the work on a wider platform.
Our work has now been extended to Australia, Canada, Finland, Ireland, and Oman with a number of teacher training providers and education authorities involved in development of locally-relevant content and norms. Further development of SJTs to reflect the differential non-cognitive attributes necessary for success in primary and secondary settings is in development.
Professor and Chair
Psychology in Education Research Centre
University of York, UK