Two groups of students in introductory psychology (691 in the fall semester and 569 in the spring semester) rated their teachers on a 46item questionnaire, derived largely from factor analyses of 145 items that had been used in previous studies elsewhere. The results were factor analyzed separately by sex and semester, and factor similarities obtained by Kaiser's method. 6 factors appeared which were consistent over the 2 administrations, in different semesters, with different students, and teachers.
A peer group nomination procedure, a descriptive adjective inventory, and the IPAT 16 PF Questionnaire were administered to 2 groups of teaching fellows in the introductory psychology course at the University of Michigan. These personality scores were related to the teaching fellows' teaching effectiveness ratings made by their students and to the factor scores obtained from factor analyses of the separate items of the student rating instrument. The teacher personality variable most consistently correlated with good ratings by students was the peer group evaluation of the teaching fellows' "general cultural attainment." The relations of the personality scales to the other dimensions of student ratings are also presented.
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