Abstract
Studies of master teaching have investigated a set of qualities that define excellent teaching. However, few studies have investigated master teachers’ perspectives on excellent teaching and how it may differ from other faculty or students. The current study investigated award-winning teachers’ ( N = 50) ratings of the 28 qualities on the teacher behavior checklist. There was substantial overlap in the importance placed upon various teaching qualities among award-winning teachers and other faculty. However, excellent teachers placed more value upon being prepared and forming rapport with students. Full professors placed more importance on several teaching qualities than associate and assistant professors. Teaching training programs should include broad definitions of excellent teaching that incorporate components that some faculty may otherwise overlook.
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