Pre-Service Secondary Teachers’ Views on Educators’ Roles and Qualities

Abstract

Objectives The purpose of this study is to explore the subjective perceptions of pre-service secondary teachers regarding the roles and qualities of teachers. Methods The study employed Q methodology, which combines qualitative and quantitative approaches to analyze subjective perspectives. A total of 37 pre-service secondary teachers participated in Q-sorting, ranking 40 state ments related to educators’ roles and qualities. Factor analysis was conducted to classify distinct teacher types based on their responses. Results Three teacher types emerged: (1) Reflective Traditionalist Educators, who emphasize traditional teaching values and student relationships while showing resistance to technology integration; (2) Ethical Visionary Leaders, who prioritize ethical guidance, moral reasoning, and subject expertise over technological advancements; and (3) Socially-conscious Mentors, who focus on addressing social issues such as school violence and multicultural ed ucation, with a moderate acceptance of digital tools for student engagement. The findings suggest that pre-serv ice teachers place greater emphasis on ethics and social responsibility than on digital competency. Conclusions The study highlights the need for tailored professional development programs that address each teacher type's specific needs. While Korean educational reforms stress digital competency, pre-service teachers' perspectives indicate a gap between policy and practice. Teacher training programs should integrate ethical, so cial, and technological competencies in a balanced manner to better prepare future educators.