Effective University Instructors as Perceived by Turkish and Omani University Students

Abstract

This study investigated the characteristics of effective university instructors as perceived by 547 students. The students came from institutions in two different countries, Sultan Qaboos University in the Sultanate of Oman and Süleyman Demirel University in Turkey. They were asked to indicate the personality and the teaching characteristics they felt were essential qualities of an effective university instructor. The students' responses were also assessed based on gender, year of study, and grade point average (GPA). According to the findings, an effective university instructor respects students as people, recognizes their identity, listens to their concerns and challenges, and is someone students can depend on for support when needed. With regard to teaching characteristics, an effective instructor is the one who treats students equally, builds their confidence, comes prepared for the lesson, and is clear and easy to be understood. Female students placed more value on personality characteristics. In addition, freshmen students were more concerned about optimizing the learning environment by having effective instructors who possess effective personality and teaching characteristics. There were no significant differences between students based on GPA. Finally, the Omani students rated both the personality and teaching characteristics more highly than the Turkish students.

Does PhD qualification improve pedagogical competence? A study on teaching and training in higher education

“…The insights of focus groups’ participants show that students can benefit enormously from HE teachers who have undergone PT. The findings of this study reflect previous findings from Oman and Turkey (Al-Busaidi et al , 2016) and from Sweden (Ödalen et al , 2018).…”

“…These results show why the policy of HE teachers' undergoing mandatory PT has been under serious discussion in developed countries such as Sweden, Finland, Norway, the United Kingdom, and Slovenia in recent times (see, e.g. Al-Busaidi et al , 2016; Hanbury et al , 2008). There is no doubt that Nigeria and other developing countries can benefit from offering HE teachers continuous PT.…”

“…Using previous surveys on PT of HE teachers in Oman and Turkey (Al-Busaidi et al , 2016), Sweden (Ödalen et al , 2018), and Slovenia (Aškerc and Kočar, 2015), as reference points, one major questionnaire containing 13 items, which are considered HE teachers' PCs, was developed to elicit information on the key questions of this study. However, a pilot study was conducted through which the researchers made further modifications to the study questionnaire.…”

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“…In accordance with this result, Bain (2004) and argued that teacher effectiveness is directly associated with student achievements. The results of the study by Al-Busaidi et al (2016) suggest that the main characteristics of an effective university instructor include showing respect to the students as people, recognizing their identity, listening to their concerns and wishes, and giving support to the students when needed. Akessa (2015) argues that instructors are of a great role in creating positive or negative attitude to accomplishments and achievements of the students.…”

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“…While researchers from across the globe have studied teacher effectiveness, few of their studies have involved a comparative perspective. Of the latter, Al-Busaidi et al. (2016) conducted research involving 547 students, split between universities in the Sultanate of Oman and Turkey, which focused upon personal and academic/teaching aspects.…”