Effects of instructor characteristics on student evaluations Dr. Fox effect

1 effects of instructor characteristics on student evaluations

1.1 personality
1.2 charisma/popularity
1.3 lecture fluency
1.4 non-verbal behavior
1.5 attire/appearance

effects of instructor characteristics on student evaluations

from experiment of dr. fox effect, expressiveness of teacher when delivering lecture material can affect student evaluation of teacher. other that, individual differences among teachers such personality, popularity, lecture fluency, non verbal behavior, , attractiveness can have effect on student evaluation of teachers.

personality

instructor personality 1 factor has been shown affect course evaluations. example, in 1 study examining big 5 personality dimensions, teachers perceived more extroverted, open, agreeable, , conscientious evaluated more favorably, whereas teachers perceived more neurotic evaluated less favorably. further, murray , colleagues suggested effects of instructor personality on student evaluations of instructor vary across type of course. although traits, teacher’s leadership, consistently predicted course evaluations, other traits varied across type of course. example, teacher’s sociability positively predicted course evaluations in introductory psychology courses, not graduate psychology courses, whereas ambition of instructor showed opposite relationship – predicting evaluations of graduate, not introductory psychology courses.

charisma/popularity

the charisma or popularity of teacher might factor contributes teacher effectiveness , teaching quality. in 1 study examined assessment of charisma factor in effective teaching, charismatic teachers tended receive student evaluation , perceived being more funny, helpful, encouraging, knowledgeable, sympathetic , other traits considered charismatic. besides that, study of yun-chen huang , shu-hui lin shows different teaching methods can increase charisma rating of teacher. example, teachers perceived more charismatic offer explanations, answer questions students, vary teaching methods, , interested in , express concern students , learning progress. charisma of teachers becoming more recognized introduction of instrument measure charisma, called inventory of teaching charisma in college classroom (icct).

lecture fluency

the fluency of lecturer when delivering teaching materials can contribute effectiveness of student evaluation of teacher. according study of shana k. carpenter , colleague examine lecture fluency on learning perception, lecture considered fluent suggested teacher stood upright , straight, maintained eye contact, , spoke fluidly without notes whereas lecture considered disfluent include teachers slumped , stand bent back, looked away, , spoke haltingly notes. furthermore, study shows fluent teachers prepared , organized receive higher ratings disfluent teacher unprepared , disorganized in student evaluations of teacher. although same study of lecture fluency on learning perception show lecture fluency increase student rating of teacher, further interpretation of result suggest lecture fluency biases students’ perceptions of own learning because lecture fluency did not affect amount of information learned.

non-verbal behavior

non verbal behavior or non verbal communication series of wordless behavior projected speaker listener. common examples of non verbal behavior include eye contact, smile, facial expression, distance between speaker , listener , other wordless behavior can communicate information between people. according virginia p. richmond on teacher nonverbal immediacy , teachers show more positive nonverbal behavior increase immediacy between students , contribute higher student rating. instance, teachers higher rating student more express non verbal behavior smiling, walking around, head nodding , touching upper torsos whereas low rating teachers more touch head, head shaking rather nodding, , sitting on chair. 1 study ambady , rosenthal shows subjects able form accurate judgement of impression watching short video clips of teachers providing non verbal behavior. example study, participants able form accurate impression of teachers watching 10-second, 5-second, , 2-second lengths of short clips teachers walking classroom. ambady research provides support nonverbal behavior has strong influence on impression formation of teacher.

attire/appearance

the way teachers present or attire wear when teaching lecture can factor on student evaluation of teacher. according virginia p. richmond, attire of teacher influence way students perceived teacher. example, teachers perceived more competent, organized, prepared , knowledgeable when dress formally coat , tie presumed not receptive students needs , low in student–teacher interaction. however, when teachers dress casually collar-button shirt , jeans, perceived more friendly, flexible, fair , open not competent. study predicting teacher evaluation physical appearance, attire , appearance may factor influencing rating of student effect diminished when there others more important , significant information provided. instance, study found out unattractive voices dilute effects of attractive faces of teachers.