Relationships among selected teacher behaviors and characteristics and student perceptions of teacher warmth, prestige, and effectiveness
Year: 1977
Type: dissertation
Study design: Observational Study
Abstract: The intent of this study was to find out if there was any relationship among selected classroom behaviors and characteristics of a sample of teachers at Montana State University and student perceptions of teacher warmth, prestige, and effectiveness.In addition, this study sought to examine the relationships among these teacher behaviors and characteristics and teacher self-ratings and the grades the students expected to receive for the course.Student volunteers were trained in the use of the Teacher Behaviors and Characteristics Checklist, an instrument developed by the investigator, and then attended three classes of each of the teachers involved in the study during Spring Quarter 1975 in order to count and categorize teacher behaviors and characteristics.Three instruments were administered to the students of these classes-the Authoritativeness Scale, the Scale for Measurement of Counselor Traits, and the Revised Faculty Rating Form.Data relating to the grades the students expected to receive for the course and teacher self-ratings as to the effectiveness of their instruction was also collected.The hypotheses tested in this study were concerned with the relationships among teacher behaviors and characteristics and five independent measures of teacher performance.These five measures were teacher warmth, teacher prestige, teacher effectiveness, course value-item 33, and course value-item 85.All hypotheses were tested at either the .05or the .01level of significance using either the analysis of variance or the Pearson correlation.Results of this study relevant to the measure of warmth indicated that teachers who were perceived by students as being warmer persons were of higher academic rank, held doctor's degrees, rated themselves between "average" and "above average" in effectiveness, related more of their positive experiences to their class, and tended to dress more in ties and dress pants, sports coats and dress pants, and suits' but did not wear sports coats and suits all of the time.They also positively evaluated student responses less frequently, did not acknowledge student feelings as often, smiled less, and their students spoke less in class and expected to receive lower grades for the course.Teachers who were viewed with more prestige rated themselves between "average" and "above average" in effectiveness, held doctor's degrees, were expected to give lower grades, and were of higher academic rank-with one notable exception.Instructors received the highest ratings.
Author: Douglas Nathanial Smith
Language: English
Subfield: Social Psychology
Field: Psychology
Domain: Social Sciences
SDG: Quality education
Open Access status: green
OpenAlex ID: W362062592