Students’ perceptions of effective and ineffective communication by college teachers

Abstract

This study used Q‐methodology to solicit students’ descriptions of specific teachers they perceived as effective and ineffective in small and large classes. Results revealed (a) that students perceived different types of effective and ineffective teachers rather than one type and (b) that there were few differences between teachers of small and large classes. Overall, the findings suggest that the combination of behaviors, including the presence of various positive behaviors and the absence of other negative behaviors, appears more important in determining teacher effectiveness than any individual behaviors.