the effective teacher’s characteristics as perceived by students

The effective teacher’s The effective teacher’s characteristics as characteristics as

perceived by studentsperceived by studentsbyby

Charles BCharles Bélanger (Canada)élanger (Canada)Bernard Longden (U.K.)Bernard Longden (U.K.)

How will we do this?How will we do this?

The planThe plan

A few questionsA few questions

• What are the ingredients used to define a teacher’s effectiveness?

• Why are some teachers more effective at engaging the attention of students?

• Is there a gap between students’ expectations and actual delivery of teaching?

Studies find that society expects…Studies find that society expects…

• Think critically• Solve complex problems• Act in a principled manner• Be dependable• Read, write, and speak effectively• Have respect for others• Adapt to change• Engage in life-long learning

Main purposes of studyMain purposes of study

1. Find out most desired attributes to effectively communicate knowledge and skills…as perceived by European students

2. Measure the gap between expectations and experiences

Various descriptions of effectivenessVarious descriptions of effectiveness

• Facilitating student educational objectives

• Enthusiastic, charismatic, expressive

• Strong communications skills

• Comfortable learning atmosphere

• Fostering student motivation

• Showing care for students’ learning

• Good course organisation

Training on how to studyTraining on how to study

• “Only 14% of students say they had been formally taught how to study, in high school or in college”

Two teaching frameworksTwo teaching frameworks

• Teacher-focused: content –oriented and correct information

• Student-focused: learning-oriented and conceptual change

• Significant differences between what teachers and students think as important

Attention is drifting after 10-20 minutesAttention is drifting after 10-20 minutes

INVOLVEMENTINVOLVEMENT

• “Strong relationship between students’ active involvement and effective learning”

• “Between 70% and 90% of professors use the traditional lecture as their primary instructional strategy”

• “Only 17% of faculty use essay tests as opposed to recall answers”

MethodologyMethodology

• Development of a test instrumentPersonality characteristics-bipolarClassroom environment-LikertTeaching style-Likert

• Expected and experienced templates

• Secure website

• Use of EAIR members

ResponsesResponses

• 1883 responses• 10 European countries• 53% females, 47% males• 82% undergraduates• 87% in science and professions• 78% ≤ 25 years of age• 16% from groups >100 students• 18% from groups >50 and <100

Data treatmentData treatment

• Factor analysisReduce the number of variablesCluster the interdependent variables

• Analysis of varianceVerify effects of other elements (program level and

type, gender)

• Paired t-testCheck differences between expected and

experienced

Personality Characteristics (Scale: 7.0)Personality Characteristics (Scale: 7.0)

Characteristics Expected Experienced Difference• Inspiring 6.44 3.97 35%• Open-minded 6.09 4.29 26%• Approachable 6.26 4.53 25%• Enthusiastic 5.94 4.25 24%• …………. …… …… ……• Rational 6.02 4.96 15%• Confident 6.00 4.98 15%• Assertive 5.43 4.56 12%

Mean 5.82 4.41 20%

Classroom Characteristics (Scale: 5.0)Classroom Characteristics (Scale: 5.0)

Characteristics Expected Experienced Difference• Enjoy Teaching 4.38 3.08 26%• Learning Env. 4.66 3.42 25%• Clear requirem. 4.39 3.17 24%• Concerned 4.06 2.96 22%• ………. …… …… ……• Control discuss. 4.00 3.31 14%• Knowledgeable 4.27 3.68 12%

Mean 4.30 3.28 20%

Teaching Styles & Skills (Scale: 5.0)Teaching Styles & Skills (Scale: 5.0)

Characteristics Expected Experienced Diff.• Explains clearly 4.67 3.29 28%• Interesting presentation 4.39 3.02 27%• Adapts to needs 4.19 2.96 25%• Generates interest 4.38 3.11 25%• …………. …… …… ……• Class level teaching3.94 3.26 14%• Ends class on time 3.40 3.45 0%

Mean 4.30 3.2521%

Students’ Attributes (Anova)Students’ Attributes (Anova)

• Program level had an effect (p<.05 to p<.001)

• Program type had an effect (p<.05 to p<.001)

• Gender had an effect (p<.05 to p<.001)

Expected vs. Experienced (Paired t-test)Expected vs. Experienced (Paired t-test)

• Significant on all 51 items (p<.001)

• Average differential of 20%

• Range of differential: from 0% to 35%

Expectations from teachers by studentsExpectations from teachers by students

• Enthusiasm for ideas & subject matters• Empathy towards them as persons• Strong knowledgeable classroom manager• Open-learning agora• No fear of reprisal• Inclusive, tolerant, and respectful• Effective communication• Connections with real life

So many expectations!!!So many expectations!!!

Some ConclusionsSome Conclusions

• Students are essential protagonists• Students want to be partners in learning• Teachers are best to judge:

Subject matterClass objectivesGrading standards

• Students are best to judge:Clarity of communicationOpenness, approachability, enthusiasmEmpathy

Lest we forgetLest we forget

• The act of teaching is complex

• Students’ perceptions are essential part of teaching evaluation

• …but should not be synonymous with faculty evaluation