Abstract
Abstract Teacher popularity and teaching effectiveness are terms that, although intrinsically different, are often used interchangeably in praise of “good” instructors. However, it is teaching effectiveness rather than teacher popularity that should play an important role in faculty evaluation involving promotion, tenure, and merit raise decisions. Furthermore, teaching effectiveness will also have to play the pivotal role in the achievement of the objectives of the Accounting Education Change Commission. This article reports the findings of a survey conducted to investigate if students themselves perceive any difference between the attributes of their favorite versus effective teachers. An analysis of the responses indicates that students in general do distinguish between popularity and effectiveness. The study also reveals differences between male and female student perceptions in this area.
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