An empirical evaluation of teacher effectiveness: the emergence of three critical factors

Patrick, Jeff and Smart, Roslyn (1998) An empirical evaluation of teacher effectiveness: the emergence of three critical factors. Assessment and Evaluation in Higher Education, 23 (2). pp. 165-178. ISSN 0260-2938

Abstract

[Abstract]: The aim of this study is to clarify the nature of teacher effectiveness and develop a measure for evaluating teacher effectiveness. The present study was conducted in two phases. In phase one, 148 undergraduate students were asked to identify qualities of effective teachers. In phase two items from existing instruments, intended to measure effective teaching, were combined with items generated from students in phase one to form a meta-inventory. The meta-inventory was administered to 266 undergraduate psychology students. Factor analysis revealed that teacher effectiveness is multi-dimensional in nature, comprising three factors; respect for students, ability to challenge students, organisation and presentation skills. In addition, the findings from the present study supported several teacher effectiveness dimensions evident in past research.


Statistics for USQ ePrint 3654
Statistics for this ePrint Item
Item Type: Article (Commonwealth Reporting Category C)
Refereed: Yes
Item Status: Live Archive
Additional Information: Author's version unavailable.
Depositing User: Dr Jeff Patrick
Faculty / Department / School: Historic - Faculty of Sciences - Department of Psychology
Date Deposited: 07 Jan 2008 23:50
Last Modified: 02 Jul 2013 22:55
Uncontrolled Keywords: teacher effectiveness; measurement
Fields of Research (FOR2008): 13 Education > 1303 Specialist Studies in Education > 130303 Education Assessment and Evaluation
Identification Number or DOI: doi: 10.1080/0260293980230205
URI: http://eprints.usq.edu.au/id/eprint/3654

Actions (login required)

View Item Archive Repository Staff Only