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ERIC Number: ED556026
Record Type: Non-Journal
Publication Date: 2011
Pages: 118
Abstractor: As Provided
Reference Count: N/A
ISBN: 978-1-3035-2256-7
The Relationship between Department Chairperson's Cognitive Style, Faculty Members' Cognitive Style, and Student Perceptions of Teaching Effectiveness
Smith-Sterling, Carolyn L.
ProQuest LLC, Ed.D. Dissertation, Texas Southern University
The purpose of this study was to determine whether faculty members with cognitive styles that match the cognitive styles of their department chairpersons are more effective than faculty members whose cognitive styles do not match that of their department chairpersons. Additionally, this study investigated the relationship between faculty members' age, gender, and ethnicity and their teaching effectiveness scores when their cognitive styles of department chairpersons match or do not match the faculty member cognitive styles. Causal Comparative and Correlation research designs were used in this study. Seventeen faculty members (including four chairpersons) and one hundred sixty-three students were selected to participate in the study. The information survey, Student Perceptions of Faculty Effectiveness Survey and Group Embedded Figures Test were used to collect the data. Finally, the data were treated through the application of the Pearson Product Moment Correlation, Linear Regression and Standard Multiple Regression procedures. The results of this study revealed that faculty members' age and gender were not significant predictors of teaching effectiveness when their cognitive styles matched those of departmental chairpersons. In addition, ethnicity was a significant predictor of teaching effectiveness when faculty members' and departmental chairpersons' cognitive styles were similar. Age and gender of faculty members were significant predictors of teaching effectiveness when faculty members' and departmental chairpersons' cognitive styles were dissimilar. Faculty members' cognitive style was not related to teaching effectiveness. It appeared that faculty members' age, gender, ethnicity and cognitive styles of teachers were not related to teaching effectiveness. Finally, age, gender, and ethnicity of faculty members combined were not significant predictors of teaching effectiveness when the cognitive styles of departmental chairpersons and faculty members were similar. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page:]
ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site:
Publication Type: Dissertations/Theses - Doctoral Dissertations
Education Level: Higher Education; Postsecondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Assessments and Surveys: Group Embedded Figures Test