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A teacher, also called a schoolteacher or formally an educator, is a person who helps students to acquire knowledge, competence, or virtue, via the practice of teaching.

Informally the role of teacher may be taken on by anyone (e.g. when showing a colleague how to perform a specific task).

In some countries, teaching young people of school age may be carried out in an informal setting, such as within the family (homeschooling), rather than in a formal setting such as a school or college.

Some other professions may involve a significant amount of teaching (e.g. youth worker, pastor).

In most countries, formal teaching of students is usually carried out by paid professional teachers. This article focuses on those who are employed, as their main role, to teach others in a formal education context, such as at a school or other place of initial formal education or training.

A teacher's role may vary among cultures.

Teachers may provide instruction in literacy and numeracy, craftsmanship or vocational training, the arts, religion, civics, community roles, or life skills.

Formal teaching tasks include preparing lessons according to agreed curricula, giving lessons, and assessing pupil progress.

A teacher's professional duties may extend beyond formal teaching. Outside of the classroom teachers may accompany students on field trips, supervise study halls, help with the organization of school functions, and serve as supervisors for extracurricular activities. They also have the legal duty to protect students from harm, such as that which may result from bullying, sexual harassment, racism or abuse.

In some education systems, teachers may be responsible for student discipline.

Teaching is a highly complex activity.

This is partially because teaching is a social practice, that takes place in a specific context (time, place, culture, socioeconomic situation etc.) and therefore is shaped by the values of that specific context. Factors that influence what is expected (or required) of teachers include history and tradition, social views about the purpose of education, accepted theories about learning, etc.

The competences required by a teacher are affected by the different ways in which the role is understood around the world. Broadly, there seem to be four models:

the teacher as manager of instruction;

the teacher as caring person;

the teacher as expert learner; and

the teacher as cultural and civic person.

The Organisation for Economic Co-operation and Development has argued that it is necessary to develop a shared definition of the skills and knowledge required by teachers, in order to guide teachers' career-long education and professional development. Some evidence-based international discussions have tried to reach such a common understanding. For example, the European Union has identified three broad areas of competences that teachers require:

Working with others

Working with knowledge, technology, and information, and

Working in and with society.

Scholarly consensus is emerging that what is required of teachers can be grouped under three headings:

It has been found that teachers who showed enthusiasm towards the course materials and students can create a positive learning experience. These teachers do not teach by rote but attempt to invigorate their teaching of the course materials every day. Teachers who cover the same curriculum repeatedly may find it challenging to maintain their enthusiasm, lest their boredom with the content bore their students in turn. Enthusiastic teachers are rated higher by their students than teachers who did not show much enthusiasm for the course materials.

Research shows that student motivation and attitudes towards school are closely linked to student-teacher relationships. Enthusiastic teachers are particularly good at creating beneficial relations with their students. Their ability to create ef