This book investigates the criteria for teacher competence and the systemic factors that contribute to perceived failure in the classroom. The authors, led by Professor E. C. Wragg, draw upon the findings of the Teaching Competence Project to analyze the complexities of instructional quality. By examining data collected over a two-year period, the text provides a framework for understanding how teachers are evaluated and the specific areas where professional development is most critical.

Experts in the field of education recognize this work as a significant contribution to the study of teacher evaluation and professional standards. Readers frequently note the academic rigor of the research and its practical application for school administrators and policy makers.