Interested instructors: A composite portrait of individual differences and effectiveness |
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| Institution: | 1. The Ohio State University, 127 E. Royal Forest Blvd., Columbus, OH 43214-2125, USA;2. The Ohio State University, 159 A Ramseyer Hall, 29 W. Woodruff Ave., Columbus, OH 43210, USA;1. Department of Education, University of York, Heslington, York YO10 5DD, UK;2. University of Alberta, Canada;1. Center for Advanced Study of Teaching and Learning, University of Virginia, USA;2. Department of Psychology, Northern Virginia Community College, USA;3. Department of Psychology, University of Virginia, USA;4. Graduate School of Applied and Professional Psychology, Rutgers University, NJ, USA;5. Department of Psychology, University of British Columbia, Vancouver, BC, Canada;1. German Institute for International Educational Research (DIPF), Germany;2. Department of Psychology, University of Bonn, Germany;3. Department of Education, University of York, United Kingdom;4. Department of Educational Psychology, University of Mannheim, Germany;5. Department of Psychology, University of Augsburg, Germany |
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| Abstract: | The present study is a multi-phased, mixed methodological investigation of teacher interest. In Phase 1, 12th grade students nominated and quantitatively evaluated teachers who were perceived as helping them learn and become interested in a high school core subject. Exploratory factor analysis revealed that student perceptions of teacher interest were represented by items related to both teacher effectiveness and individual differences. In Phase 2, the top three nominees and a stratified random sample of their current students were examined using qualitative research methods. Findings indicate that teacher interest is a complex construct comprised of cognitive, affective, motivational, and volitional dimensions. |
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