Differences in assessments of importance of tacher characteristics by students with regard to gender and academic year

Abstract

This research examined the differences in student evaluations of importance of teacher characteristics accross gender and different years of study. The research was implemented on a sample of N=197 students of the second and fourth year (i.e. first year of the second cycle) of study at the Faculty of Criminal Justice and Security and the Faculty of Philosophy of the University of Sarajevo. The Questionnaire on the evaluation of desireable characteristics and behaviors of teachers in the teaching process, containing 83 items, was used as a research tool. Results of ANOVA showed statistically significant difference between students of different years of study on a small number of items (N=15), while number of items with significant statistical differences between genders was much larger (N=45). Implications of these findings for student evaluations of teachers and improvement of teacher quality are reviewed. Results of these and other simillar researches can be important source of informations that could be useful for teachers in better understanding students needs and improving their work.