Abstract
Two classes of each of four hundred high school teachers were rated for teaching effectiveness by the teachers and by their students using the same instrument. Separate factor analyses yielded highly similar underlying dimensions. Convergent validity coefficients were significant for all factors. These findings provide support for the validity of high school student ratings of instruction.
Full Text 
Sign-in/Register to access full text options
Sign-in/Register to access full text options 
Published version (
Free)
Free) 
Talk to us
Join us for a 30 min session where you can share your feedback and ask us any queries you have
Schedule a call
