The purpose of this qualitative research study was to explore conceptions of teacher quality through 31 participants' experiences and compare their conceptions to the current political context surrounding teacher quality. Participants included executives of non-government organizations, government officials, and New York City teachers. The literature review explored past ideas of teacher quality, present research, and the current political context of teacher quality.

Data was collected through open-ended interviews and a card sort that was informed by the current teacher quality literature. Interviews were analyzed and themes and subcategories emerged from participants' experiences.

Findings from the study indicated that majority of participants' conceptions of teacher quality did not match the political context and federal policy describing teacher quality. Eight overarching themes and 31 subcategories were presented that highlighted characteristics of quality teachers from participants' experiences. Teacher/student relationships, pedagogical knowledge, and personal qualities were three themes discussed overwhelmingly by participants. Student outcomes that included affective outcomes, student learning, providing new possibilities and opportunities for students, and being results oriented were also described by participants when discussing a quality teacher. Executives' and teachers' descriptions were generally more similar than government officials' descriptions.

Although a growing technical perspective of teaching is present in the political context and federal policy, participants stressed the professional aspects of quality teachers throughout the interviews. Deepening conceptions of teacher quality by including multiple perspectives and voices may improve the construction of educational policy and challenge traditional notions of teacher quality.