Abstract
Student perceptions using surveys are frequently used to measure student perceptions of teachers’ teaching quality in secondary and higher education. Research shows that the variance in student perceptions exists within a class and between countries. However, the influence of individual- and cultural-level factors on the variance of student perceptions is less well studied. More insights are needed to understand the mechanisms underlying the variance in student perceptions in-depth. Insights into determinants of student perceptions of teaching quality could become valuable toward understanding school-related outcomes. A conceptual framework is put forward in this study to enhance our understanding of manifestations of student perceptions of teaching quality. It is suggested that value orientations at the individual- and cultural-level as well as social desirability may play a role in understanding student perceptions of teaching quality. Understanding students’ individual and collective perceptions of teaching quality can contribute to teachers’ sense-making of their student evaluations. It is argued that this understanding could contribute to enhancing the development of teaching quality and ultimately education quality.
Highlights
Student perceptions of teachers’ teaching quality are important for students’ school-related outcomes, such as academic motivation and engagement (Maulana et al, 2016; Maulana and Helms-Lorenz, 2016; Inda-Caro et al, 2019)
As seen in the proposed conceptual model, it is postulated that value orientations, value congruence at the individual- and cultural-level, and social desirability may play a role in student perceptions of teaching quality
According to the model, value orientations may play a role in influencing every layer of society, including social interactions manifested as value congruence and social desirability
Summary
Bilge Gencoglu *, Michelle Helms-Lorenz , Ridwan Maulana and Ellen P. Student perceptions using surveys are frequently used to measure student perceptions of teachers’ teaching quality in secondary and higher education. The influence of individual- and cultural-level factors on the variance of student perceptions is less well studied. Insights into determinants of student perceptions of teaching quality could become valuable toward understanding schoolrelated outcomes. A conceptual framework is put forward in this study to enhance our understanding of manifestations of student perceptions of teaching quality. It is suggested that value orientations at the individual- and cultural-level as well as social desirability may play a role in understanding student perceptions of teaching quality. Understanding students’ individual and collective perceptions of teaching quality can contribute to teachers’ sense-making of their student evaluations. It is argued that this understanding could contribute to enhancing the development of teaching quality and education quality. Specialty section: This article was submitted to Educational Psychology, a section of the journal Frontiers in Psychology
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