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Effective teaching is a paradigm shift in developing countries. By keeping in view this modern approach, the
present study was designed to construct a scale for the assessment of effective teaching methods. The qualities
of teachers which make their teaching effective were also explored in the study. In the preliminary phase of
study, an indigenous effective teaching evaluation scale was constructed. The factorial validity of 10 item scale
was determined on a sample of 202 undergraduate and post graduate students. Principle component analysis
with varimax rotation method yielded a uni-factor solution, which collectively accounted for 55% of the
variance. In the second phase, the indigenously developed scale was used to compare lecture method and
eclectic method on a sample of 100 under-graduate and MPhil students of Psychology. Results of t-test
indicated that students rated eclectic method as significantly more effective than lecture method. In the third
phase, a qualitative study was conducted on the same sample of 100 students to explore their perspective on the
qualities of an effective teacher. The content analysis revealed four favorable categories: graciousness, well
prepared and disciplined, collaborative, and charismatic. Conversely the qualities of a teacher that emerged to
make teaching ineffective were: favoritism, aggressiveness/ humiliation, and non-professional approach.
Students reckoned positive qualities of a teacher and harmonious mutual relationship between teacher and
student in making teaching effective. It has been concluded that teaching method should not be a sole criterion
for measuring effective teaching. Teachers should also improve their personal qualities to make their teaching
effective.
Syeda Shahida Batool, Bushra Naz, Shazia Habib, Wahida Anjum, Fatima Goraya, Mariyam Akram, Ayesha Khalid, Anila Sadaf. (2015) Construction of Effective Teaching Evaluation Scale and Students’ Perception of the Characteristics of Effective Teachers, Pakistan Journal of Social and Clinical Psychology, Volume 13, Issue 1.
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