Effect of sex,class standing,and academic performance on perceived importance of teacher behaviors |
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| Authors: | Hubert S Feild William H Holley Achilles A Armenakis |
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| Institution: | (1) Department of Management, Auburn University, Auburn, Alabama |
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| Abstract: | An implicit assumption made in most teaching evaluation instruments is that teaching behaviors are equally important to students. Using specific teacher behaviors which have appeared in a number of teaching assessment devices, the importance of teacher behaviors questionnaire (ITB) was constructed to measure students' perceptions of the importance of selected teacher behaviors. Data collected from 105 college students were utilized in the present study for the following purposes: (a) to determine if there are differences among students' ratings of teaching behaviors in terms of importance and (b) to determine if the ratings of importance given to selected teacher behaviors vary according to students' sex, class standing, or academic performance. Results of the study indicated that there were significant differences in perceived importance of selected teacher behaviors. Furthermore, it was found that ratings of some of these behaviors tended to vary across sex groups. Implications for utilizing importance information as a weighting component in teaching evaluations are discussed. |
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| Keywords: | teacher evaluation teacher behaviors |
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