An empirical evaluation of teacher effectiveness: the emergence of three critical factors

Article

Patrick, Jeff and Smart, Roslyn. 1998. "An empirical evaluation of teacher effectiveness: the emergence of three critical factors." Assessment and Evaluation in Higher Education. 23 (2), pp. 165-178. https://doi.org/10.1080/0260293980230205
Article Title

An empirical evaluation of teacher effectiveness: the emergence of three critical factors

ERA Journal ID19964
Article CategoryArticle
AuthorsPatrick, Jeff (Author) and Smart, Roslyn (Author)
Journal TitleAssessment and Evaluation in Higher Education
Journal Citation23 (2), pp. 165-178
Number of Pages14
Year1998
Place of PublicationUnited Kingdom
ISSN0260-2938
1469-297X
Digital Object Identifier (DOI)https://doi.org/10.1080/0260293980230205
Abstract

[Abstract]: The aim of this study is to clarify the nature of teacher effectiveness and develop a measure for evaluating teacher effectiveness. The present study was conducted in two phases. In phase one, 148 undergraduate students were asked to identify qualities of effective teachers. In phase two items from existing instruments, intended to measure effective teaching, were combined with items generated from students in phase one to form a meta-inventory. The meta-inventory was administered to 266 undergraduate psychology students. Factor analysis revealed that teacher effectiveness is multi-dimensional in nature, comprising three factors; respect for students, ability to challenge
students, organisation and presentation skills. In addition, the findings from the present study supported several teacher effectiveness dimensions evident in past research.

Keywordsteacher effectiveness; measurement
ANZSRC Field of Research 2020390402. Education assessment and evaluation
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Byline AffiliationsGriffith University
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