When we think about the teacher, images of students, classrooms and schools spring up in the mind. We talk about the number of students the teacher teaches, the furniture and teaching aids in the classroom, the type of school, small or large, and the like. These we understand as the context in which the teacher works, and we are aware that the context influences the manner in which the teacher teaches. We are also aware that the curriculum, the textbooks, the pupil evaluation system, the teacher’s training as well as the background of the students have a profound influence on the teacher’s approach and conduct of the teaching-learning process
