Self Ratings of College Instruction

Within each of three Liberal Arts curriculum areas, this study examined intercorrelations among college instructors' self ratings and, in addition, various correlates of those ratings. Item pairs that correlated substantially were: "clear" and "approachable," "got stude...

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Bibliographic Details
Published in:American educational research journal 1978-05, Vol.15 (3), p.467-475
Main Authors: Doyle, Kenneth O., Webber, Patricia L.
Format: Article
Language:English
Subjects:
Art teachers
College instruction
Curricula
Demography
Educational research
Learning motivation
Ratings & rankings
Student motivation
Teachers
Teaching
Teaching experience
Teaching load
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Summary:Within each of three Liberal Arts curriculum areas, this study examined intercorrelations among college instructors' self ratings and, in addition, various correlates of those ratings. Item pairs that correlated substantially were: "clear" and "approachable," "got students interested" and "how much students learned," and "clear" and "overall teaching ability." Linear composites of specific self ratings significantly predicted general self ratings, and linear composites of instructor characteristics predicted both specific and general self ratings, but the multiple correlations were low. The only instructor characteristics that related substantially to self ratings in all curriculum areas were motivation-related, i. e., their own enjoyment of teaching and liking for the subject matter seem to play an important part in instructors' definitions of good teaching and good learning.
ISSN:0002-8312
1935-1011
DOI:10.3102/00028312015003467