Empirical analysis of the effect of teachers' background characteristics on the students' evalua-tion of teaching
10.3760/cma.j.issn.2095-1485.2014.06.002
- VernacularTitle:教师背景特征对学生评教结果影响的实证分析
- Author:
Jin LIANG
;
Yingqing LU
;
Lijun SUN
;
Yanni LAI
;
Yong ZENG
;
Ruijun MIN
- Publication Type:Journal Article
- Keywords:
Teachers' background characteristics;
The students' evaluation of teaching;
Empirical analysis;
Teaching evaluation
- From:
Chinese Journal of Medical Education Research
2014;(6):550-552,553
- CountryChina
- Language:Chinese
-
Abstract:
Objective Analyzing the impact of teachers' background characteristics on the Students' evaluation to improve the quality of teaching from the angle of the teachers professional development. Methods Based on the data of students' evaluation of teaching of Shanghai medical college of Fudan University from 2008 to 2011, the article analyzed the teachers' gender, age, job title, diploma, and other relevant background characteristics. Excell2007 was used to build dataset and the data was analyzed statistically by software of SPSS 11.0 and expressed with x±s. The statis-tical method of one-way analysis of variance was used to compare the teachers with different genders, education backgrounds, ages and professional titles, showing statistically significant difference (P<0.05). Results comparative analysis showed that no statistically significant differences existed in fac-ulty teaching evaluation scores among the teachers of different genders or different education back-grounds(P=0.613 9、0.891 0). There were however significant differences in teaching evaluation of teachers of diverse ages and professional ranks(P=0.017 3 and P=0.032 5). Conclusions According to the analysis results of faculty teaching evaluations, associate professors' teaching evaluation scores were lower than intermediate grade teachers', and the score of the teachers between the age of 41 to 45 was lower than that of the teachers between the age of 36 to 40. Therefore individual variations and various social backgrounds of teaching faculties should be taken into consideration and the corre-sponding countermeasures for the professional development of teachers should been put forward. In addition, the cultivation of new teachers, young and middle-aged teachers should be strengthened, and the proportion of teaching evaluation in the Performance Appraisal should be increased.
