The Semantic Differential as a Method of Teacher Evaluation

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Abstract
Fifty-one college freshmen in the researcher’s Communication 1 classes participated in two pilot studies to establish concepts and semantic differential scales for teacher evaluation. Scores for each concept were factor analyzed to determine unidimensional scales for each variable. The main study focused on the relationships among teacher variables. The analysis of the data revealed that correlations (1) among teacher credibility, content, delivery, and feedback, (2) among content, delivery, and feedback, and (3) between delivery and feedback were significant at the .01 level. The results of the study support the use of the semantic differential as a method of teacher evaluation.

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