Beyond Student Outcomes: Reassessing Teaching Effectiveness through Student Evaluation

Abstract

This study reexamines teaching effectiveness by moving beyond traditional student outcome measures to incorporate student perceptions, offering a more comprehensive evaluation framework. Drawing from cognitive, developmental, and relational theories, we address critical gaps in existing literature that often overlook qualitative aspects of instructor-student interactions. Using a simplified 14-item questionnaire, we collected data from 319 undergraduate management students at two private universities in India. Exploratory factor analysis revealed three key dimensions of effective teaching as perceived by students: interpersonal skills, confidence in instructor ability, and confidence in guidance provided. These dimensions not only align with but also expand upon traditional measures of teacher knowledge, experience, and behavior, emphasizing the significant role of mentorship and interpersonal relationships in teaching effectiveness. The findings suggest practical implications for enhancing instructor training programs through targeted development of interpersonal competencies, pedagogical confidence, and mentorship strategies. This study advances the literature by providing a validated, student-centered framework for assessing teaching effectiveness, offering educational institutions a robust tool to promote holistic student development.