Abstract
The present study is designed to evaluate teaching effectiveness based on effective teacher behaviors. Operationally, it is measured by assessing levels of agreement between perceptions of instructors and students on reported employment rates and rated ability for specific instructional behavior attributes. Individually-based and organizationally-based factors are incorporated in the study for a possible contribution to teaching effectiveness variance. Findings indicate a lack of agreement between perceptions on abstract instructional attributes but that agreement exists for attributes of a concrete nature. Analysis suggests that individually-based and organizationally-based factors do not contribute to agreement variance.
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Avi-Itzhak, T. Teaching effectiveness as measured by student ratings and instructor self-evaluation. High Educ 11, 629–634 (1982). https://doi.org/10.1007/BF00139779
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DOI: https://doi.org/10.1007/BF00139779