The effective teacher’s
characteristics as
perceived by students
by
Charles Bélanger (Canada)
Bernard Longden (U.K.)
How will we do this?
The plan
A 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…
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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 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 effectiveness
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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 study
• “Only 14% of students say they had been
formally taught how to study, in high
school or in college”
Two 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 minutes
INVOLVEMENT
• “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”
Methodology
• Development of a test instrument
Personality characteristics-bipolar
Classroom environment-Likert
Teaching style-Likert
• Expected and experienced templates
• Secure website
• Use of EAIR members
Responses
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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 treatment
• Factor analysis
 Reduce the number of variables
 Cluster the interdependent variables
• Analysis of variance
 Verify effects of other elements (program level and
type, gender)
• Paired t-test
 Check differences between expected and
experienced
Personality Characteristics (Scale: 7.0)
Characteristics
• Inspiring
• Open-minded
• Approachable
• Enthusiastic
• ………….
• Rational
• Confident
• Assertive
Expected
6.44
6.09
6.26
5.94
……
6.02
6.00
5.43
Experienced
3.97
4.29
4.53
4.25
……
4.96
4.98
4.56
Difference
35%
26%
25%
24%
……
15%
15%
12%
Mean
5.82
4.41
20%
Classroom Characteristics (Scale: 5.0)
Characteristics
• Enjoy Teaching
• Learning Env.
• Clear requirem.
• Concerned
• ……….
• Control discuss.
• Knowledgeable
Expected
4.38
4.66
4.39
4.06
……
4.00
4.27
Experienced
3.08
3.42
3.17
2.96
……
3.31
3.68
Difference
26%
25%
24%
22%
……
14%
12%
Mean
4.30
3.28
20%
Teaching Styles & Skills (Scale: 5.0)
Characteristics
• Explains clearly
• Interesting presentation
• Adapts to needs
• Generates interest
• ………….
• Class level teaching
• Ends class on time
Expected
4.67
4.39
4.19
4.38
……
3.94
3.40
Experienced
3.29
3.02
2.96
3.11
……
3.26
3.45
Diff.
28%
27%
25%
25%
……
14%
0%
Mean
4.30
3.25
21%
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)
• Significant on all 51 items (p<.001)
• Average differential of 20%
• Range of differential: from 0% to 35%
Expectations from teachers by students
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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!!!
Some Conclusions
• Students are essential protagonists
• Students want to be partners in learning
• Teachers are best to judge:
 Subject matter
 Class objectives
 Grading standards
• Students are best to judge:
 Clarity of communication
 Openness, approachability, enthusiasm
 Empathy
Lest we forget
• The act of teaching is complex
• Students’ perceptions are essential part of
teaching evaluation
• …but should not be synonymous with
faculty evaluation