Students’ Perception of Teaching Behaviour and Its Effect on Evaluation

Bettina Greimel-Fuhrmann

Vienna University of Economics and Business

Abstract

This paper explores three different components of teaching behaviour – as it is perceived by the
students – and their effect on students’ global ratings of their teachers by empirically testing a
structural equation model. Potential biases on global ratings like the students’ interest in the subject
and finding their teacher likeable have also been examined. The model also takes into account that
some biases may be a result of teaching behaviour and may not be considered a mere bias of
student ratings. The empirical results are based on a quantitative survey of 2,121 students who
were asked to evaluate their accounting teachers. While the model shows that global ratings are
affected by the students’ interest in the subject matter, their attitudes towards evaluating their
teachers as well as their teachers’ perceived likeability, it also reveals that students’ ratings depend
mainly on their teachers’ behaviour in class, particularly their ability to give clear explanations.

Good Teachers / Bad Teachers: How Rural Adolescent Students’

Views of Teachers Impact on Their School Experiences
Joan Strikwerda-Brown
Rhonda Oliver
David Hodgson
Marilyn Palmer
Lynelle Watts
Edith Cowan University, Bunbury

Abstract:
Student views of their teachers and schooling can influence motivation and interest in schooling
as well as their approach to learning. This paper describes the results of an investigation of rural
adolescents’ views of their schooling. A total of 240 students from government and non-
government schools in the South West of Western Australia were interviewed in small groups.
They offered a diversity of responses and insights related to their views of teachers and teaching.
Results indicate that what these young people needed from their schools was enough flexibility
and choice to cater for this diversity, not only in terms of curriculum, but in the methods of
teaching, and the scope of future potential made available for them. Students were able to offer a
range of thoughtful, clear descriptions of what worked and did not work for them at school and
what needed to happen to make school meaningful and relevant to their lives and needs.