Instructor Misbehavior Frequency, Severity, and Impact on Learning: Comparing Student and Teacher Perceptions

Abstract

The purpose of this study was to investigate and compare student and teacher perceptions of instructor misbehaviors. Data were collected independently from college students and teachers, who were asked to rate the perceived frequency, severity, and impact on student learning of instructor misbehaviors derived from previous typologies. Teachers viewed misbehaviors as generally more severe and impactful on learning than students. However, individual misbehaviors, which were indicative of potential biases, academic entitlement, and student misbehavior were viewed by students as more severe and detrimental to learning.