An Empirical Evaluation of Teacher Effectiveness: the emergence of three critical factors

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Abstract
The aim of this study is to clarify the nature of teacher effectiveness and develop a measure for evaluating teacher effectiveness. The present study was conducted in two phases. In phase one, 148 undergraduate students were asked to identify qualities of effective teachers. In phase two items from existing instruments, intended to measure effective teaching, were combined with items generated from students in phase one to form a meta‐inventory. The meta‐inventory was administered to 266 undergraduate psychology students. Factor analysis revealed that teacher effectiveness is multi‐dimensional in nature, comprising three factors; respect for students, ability to challenge students, organisation and presentation skills. In addition, the findings from the present study supported several teacher effectiveness dimensions evident in past research