Graduate Thesis Or Dissertation
 

The relationship between student ratings and selected characteristics of university transfer instructors in the community college

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  • The major problem examined in this study was that of determining whether or not there is any relationship between student ratings of instruction in the community college university transfer area and the professional teacher-training backgrounds of instructors. In addition, several other factors which may influence ratings and which might interact with instructor professional education background were considered. These included: (1) student grade point average, (2) length of teaching experience, and (3) amount of subject matter, graduate-level preparation of instructors. To secure student ratings, 15 full-time instructors who were graduates of teacher-training programs and 15 without such training were selected at random at three Oregon Community Colleges. These instructors then administered in their university transfer classes the Student Instructional Report, a rating instrument developed by the Educational Testing Service of Princeton, New Jersey. A total of 1,380 students completed rating instruments. Independent variables in this study were: (1) professional teacher training, (2) amount of teaching experience, (3) amount of subject-matter, graduate-level preparation, and (4) student grade point average. Dependent variables in the study consisted of the general and subscale factors on the Student Instructional Report. These were: (1) Overall Rating, (2) Faculty-Student Interaction, (3) Course Organization and Planning, (4) Communications, (5) Textbooks and Readings, (6) Course Difficulty and Workload, and (7) Examinations. The technique of canonical correlation analysis was used. The level of confidence selected was .05. The relationship among only one set of variables was found to be statistically significant. Inspection of the coefficients of correlation for variables in this set indicated that the dependent variable of Course Organization and Planning was significantly correlated with the independent variables of professional teacher training and amount of subject-matter, graduate-level preparation. What these results indicate is that professionally prepared instructors tend to receive higher ratings on Course Organization and Planning than do instructors not professionally- trained. Further, instructors with greater amounts of subject-matter preparation tend to receive lower ratings on this dependent variable than do those with lesser amounts of such preparation. Partial correlation coefficients calculated for each of the independent variables also indicate that they are not redundant and that the relationship of each with the dependent variable is independent of the influence of the other. The significant findings were that: (1) on course organization and planning, professionally-trained instructors tend to be more highly rated than instructors not so trained, and (2) a great amount of subject-matter, graduate-level preparation tends to have a negative effect on the rating of instructional performance on this sub-scale of both trained and non-trained instructors.
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