Students' Evaluation of Teacher Attributes: Implications for Quality in Higher Education

The abstract nature of quality in higher education establishes the worth of students' perception to evaluate this quality. This study explores the perception of 960 university students from Lahore, Pakistan, regarding the attributes of their teachers in terms of student development, teacher pro...

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Bibliographic Details
Published in:Bulletin of education and research 2018-04, Vol.40 (1), p.197
Main Authors: Raza, Shaukat Ali, Irfan, Muhammad
Format: Article
Language:English
Subjects:
Cognitive style
College Faculty
College Students
Colleges & universities
Educational Quality
Faculty Development
Feedback
Foreign Countries
Higher Education
Language Skills
Learning
Marketing
Perceptions
Personality
Personality Traits
Professionalism
Quality of education
Scholarly publishing
Student Development
Student Evaluation of Teacher Performance
Student Motivation
Teacher Characteristics
Teacher evaluations
Teacher Student Relationship
Teaching methods
Teaching Styles
University students
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Summary:The abstract nature of quality in higher education establishes the worth of students' perception to evaluate this quality. This study explores the perception of 960 university students from Lahore, Pakistan, regarding the attributes of their teachers in terms of student development, teacher professionalism, teaching style, student motivation, and teacher personality. Descriptive and inferential statistics have been employed to rate and compare responses obtained through an adapted 5-point Likert type scale. Students have rated teacher personality as the highest and student development as the lowest factor in order of their preference. The overall level of attributes of university teachers in respect of all the five sub-scales is found to be at a high level. The study recommends faculty development initiatives particularly for the teachers from computer sciences, IT and commerce disciplines to help them develop their listed attributes to enhance quality in higher education leading to the realization of stipulated higher education objectives.
ISSN:0555-7747