It is a billion dollar question arising in the mind of management experts that whether student satisfaction is related with the performance of teacher? Caldwell & Jenkins, 1985; Cashin, 1988; Marsh, 1984; Mims & Heller, 1987 consider it to be a most valid measure whereas Gaski, 1987 feels that honest opinion by student is difficult. Although Feldman, 1986; McBroom & Reed, 1992 have touched the relevance of attitude of a teacher relevant with effective teaching. Burdsal & Bardo, 1986; Cashin & Lawson, 1977; Tang, 1997; Wotruba & Wright, 1975 do not find the relevance of student opinion and performance appraisal of a teacher. This research paper attempts to find out what exactly do student evaluations measure? Do they measure the content and methods of the teacher are teaching? Is it a measure of the students' satisfaction with the grade received? Or, is it a judgment on the teacher's attitude as perceived by his or her students?
[...] To materialize the concept of the 10 Commandments, a student survey targeting the particular item(s) a teacher should work hardest on to improve may need to be conducted. The survey form may contain the 10 Commandments with a brief description of each item along with four additional columns measuring importance of each item to the student, actual student perception of teacher behavior, and desired teacher behavior as perceived by the student. Each of these three can be measured on a scale of 0 to10. [...]
[...] Welcome students to your office with a smile instead of avoiding their attention or continuing to stare at your computer screen Make students feel welcome to ask for additional help. Encourage students to call whenever they need you. Use an open-door policy during your office hours. Show nonverbal cues of welcome. Smile and say “Thank you for asking.” When students have substandard grades, ask them to meet with you to review the material Demonstrate that you are “considerate” of students. [...]
[...] Learning Skills: essentially measures the students' perception of whether certain fundamental principles such as writing and application of theories in practice were learned. It may be advocated that any teacher's attitude can become more positive by implementing the 10 Commandments, thereby improving teaching effectiveness and leading to greater professional satisfaction. Bibliography: Abrami, P. C., & Mizener, D. A. (1985) Student/instructor attitude similarity, student ratings and course performance. Journal of Educational Psychology 693-702. All port, G. (1935) Attitudes. In C. Murchison Handbook of social psychology (pp. [...]
[...] (1988) Student ratings of teaching: A summary of the research (IDEA Technical Report Number 20) Manhattan, KS: Kansas State University, Center for Faculty Evaluation and Development. Cashin, W. E., & Lawson, H. M. (1977) Description of data base 1976-1977 (IDEA Technical Report Number Manhattan, KS: Kansas State University, Center for Faculty Evaluation and Development. Eagly, A. H. (1992) uneven progress: Social psychology and the study of attitudes. Journal of Personality and Social Psychology 693-710. Erdle, S., Murray, H. G., &Ruston, J. [...]
[...] A teacher, who has a likable and warm personality, exhibiting behaviors of interest and enthusiasm along with a genuine desire to assist the student, will be rated as the superior teacher, with the perceptions carried throughout the evaluation for all variables. Kelly (1950) point toward that the innermost quality of warmth, articulated in a teacher's behavior, greatly sway the impression of personality. What precisely the student evaluation of a teacher measure has long been questioned. Does it compute actual teaching performance or teacher attitude? [...]
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