Student perceptions of their teachers

A recent survey conducted by the National Center for Education Statistics (NCES) provides information on graduating 1982 high school seniors' perceptions of their teachers. The survey also asked students what characteristics they considered very important in an ideal teacher. Eighty-four percent of the students cited "enjoying teaching" and "making clear presentations" as very important characteristics of an ideal teacher. "Being patient and understanding" and "treating students with respect" were rated very important by 81 percent of the students. About two-thirds of the students felt it was important that teachers "did not talk above the students' level of comprehension." Working students hard" and "returning school work promptly" were considered to be very important by slightly less than 40 percent of the students.

The seniors were also asked to rate their teachers on these criteria. Only 22 percent said that they had few or no teachers who made clear presentations. As might be expected, students with overall "C" and "D" grade averages were more than twice as likely as students with "A" averages to feel that teachers did not make clear presentations (see accompanying chart). Many of the students with lower grades also felt that their teachers were not communicating at an appropriate level.

Although the large majority of students felt that many of their teachers made clear presentations, a substantial minority indicated that few of their teachers made students work hard and returned corrected school work promptly. Overall, 39 percent of the students said that few or none of their teachers made them work hard. Students in Catholic schools (29 percent) and other private schools (23 percent) were less inclined to feel that their teachers did not work them hard, compared to students in public schools (40 percent). Not only did many students feel that they were not challenged by school work, but about 38 percent reported that only a few of their teachers returned school work promptly.

Students had a tendency to react more favorably about their teachers' personalities. Only one-fifth of the students felt that few or none of their teachers enjoyed teaching. Only one-third of the students reported that most of their teachers were not patient and understanding. Slightly more, or about 38 percent of the students, said that only a few of their teachers treated everyone with respect.

The most favorable responses about instructional staff were elicited with regard to their concern for the future of their students. Only 6 percent of the students said few or none of their teachers cared about their students' futures. However, students were much more likely to feel that their teachers did not care about their out-of-school activities. Seventy-one percent of the students said that few or none of their teachers were interested in their after-school activities.

It would appear from the student responses that parents did not show much interest in school activities. Almost 80 percent of the students said their parents had never visited their classes, and about 60 percent said their parents had never had a parent-teacher conference.

Overall, about three-fourths of the graduating seniors said that they were satisfied with their education. Students in private schools were more likely to express satisfaction with school and teachers was associated with good grades, high performance, participation in academic programs, and high socioeconomic status. In contrast, students with poor grades tended to show negative attitudes towards their education and teachers.

These data are from the NCES study, "High School and Beyond." They are based upon a 1982 follow-up survey of students who were sophomores in the spring of 1980.

COPYRIGHT 1984 U.S. Government Printing Office
COPYRIGHT 2004 Gale Group