ERIC Number: ED330724
Record Type: RIE
Publication Date: 1991-Apr
Reference Count: N/A
An Empirical Validation of the Instrument: Student Perceptions of Teaching Effectiveness.
West, Sandra S.; Denton, Jon J.
An assessment of the Student Perception of Teaching Effectiveness instrument (SPTE) is presented. The SPTE was developed to assess teaching interns' performance from the student's viewpoint. The Texas Teacher Appraisal System was selected as the content base for the development of the SPTE. The Texas system covers instructional strategies, classroom management and organization, presentation of subject matter, learning environment, and professional growth and responsibilities; the latter aspect was not addressed by the SPTE. This study sought to determine whether the SPTE provides useful information about the teacher's classroom effectiveness. The SPTE was administered to 480 secondary school students taught by 10 interns in an alternative teacher certification program. The SPTE's content validity was addressed through expert agreement; construct validity was explored with factor analysis. The SPTE was determined to exhibit content validity with respect to the state-required teacher observation system. However, the factor analysis yielded only a modest alignment of the empirical structure of the SPTE with the logically based structure of state-required teacher observation system. Ten tables, 3 figures, and a 62-item list of references are included. (TJH)
Descriptors: Classroom Techniques, Construct Validity, Content Validity, Factor Analysis, Higher Education, Secondary Education, Secondary School Students, Secondary School Teachers, State Programs, Student Attitudes, Student Evaluation of Teacher Performance, Student Teachers, Teacher Certification, Teacher Effectiveness, Teacher Interns, Test Validity
Publication Type: Reports - Research; Speeches/Meeting Papers
Education Level: N/A
Authoring Institution: N/A
Identifiers: Experts; Student Perception of Teaching Effectiveness; Texas Teacher Appraisal System
Note: Paper presented at the Annual Meeting of the American Educational Research Association (Chicago, IL, April 3-7, 1991).