ERIC Number: ED427362
Record Type: RIE
Publication Date: 1998-Nov
Reference Count: N/A
An Examination of Factors Influencing U.S. Student Perceptions of Native and Non-Native U.S. Teacher Effectiveness.
McCroskey, Linda L.
This investigation examines factors influencing United States student perceptions of native and non-native United States teacher effectiveness. A questionnaire employing measures of ethnocentrism, intercultural communication apprehension, willingness to communicate, and motivation was completed by 204 native United States undergraduate students. Further, students responded to affective, cognitive, and behavioral measures with regard to native and non-native teacher effectiveness. The results showed that native United States students significantly evaluated native United States teachers more positively than non-native United States teachers. Simple correlations between evaluation scores for the two teacher types (native and non-native United States) for each dependent variable suggest that students in this study responded very specifically to the different teachers (intracultural versus intercultural context) rather than on a general trait basis. The positive associations with the difference scores obtained indicated that more ethnocentric students tend to evaluate native United States teachers more favorably than non-native United States teachers. Students who had high levels of intercultural communication apprehension rated non-native United States teachers more negatively than native United States teachers. Stepwise regression analyses revealed that up to 10% of the variability in differences of student perceptions of native United States and non-native United States teachers could be predicted by student levels of ethnocentrism. The result of the regression analyses suggest that student bias in the form of ethnocentrism is a factor influencing perceptions of teacher effectiveness. The magnitude of the effects observed in the present study suggest that true differences in teacher effectiveness are most likely the primary causes of the perceived differences between native United States and non-native United States teacher effectiveness. (Contains 149 references and 12 tables of data.) (Author/RS)
Publication Type: Reports - Research; Speeches/Meeting Papers
Education Level: N/A
Authoring Institution: N/A
Note: Paper presented at the Annual Meeting of the National Communication Association (84th, New York, NY, November 21-24, 1998).