ERIC Number: ED219029
Record Type: Non-Journal
Publication Date: 1982
Reference Count: N/A
Faculty Perceptions of "Effective" Teachers: A Parallel-Perceptions Inquiry.
Blai, Boris, Jr.
The views of professional education concerning the appropriate bases for judging the effectiveness of teachers were studied through a parallel-perceptions inquiry with 264 public school teachers and administrators versus 58 Harcum Junior College teacher respondents. The 1970 study used a questionnaire consisting of 14 criteria of the effective teacher, which were drawn from a survey instrument developed by Jenkins and Banselle. Respondents anonymously ranked the criteria using a nine-point Likert-type scale. The public school teachers and administrators ranked highly student teacher interaction, and the top-ranked criterion for the Harcum faculty members was the willingness to be flexible, to be direct or indirect as the situation requires. The public school respondents considered what one does in the classroom to count at least as much as the effects or outcomes (i.e., student growth and classroom processes are more important criteria for teacher evaluation than are nonclassroom variables, such as years of experience and community participation). Although the criterion of how much students learn was not seen as particularly important in judging teacher effectiveness by the public school respondents (relative to the other criteria), it received the second highest rating by the Harcum sample. A significant finding was the variance among the responses of the two study groups. (SW)
Descriptors: Academic Achievement, Administrator Attitudes, Classroom Communication, College Faculty, Comparative Analysis, Evaluation Criteria, Higher Education, Outcomes of Education, Secondary School Teachers, Student Teacher Relationship, Teacher Attitudes, Teacher Effectiveness, Teacher Evaluation
Publication Type: Reports - Research
Education Level: N/A
Authoring Institution: N/A