Interactive effects of teacher sex-role, student sex-role, and teacher warmth on the evaluation of college instruction

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dc.contributor.committeeMemberHoward, George S.
dc.contributor.committeeMemberMalin, Jane T.
dc.contributor.committeeMemberChafetz, Janet Saltzman
dc.creatorBray, James Houston
dc.date.accessioned2022-09-19T20:43:29Z
dc.date.available2022-09-19T20:43:29Z
dc.date.copyright1975
dc.date.issued1976
dc.description.abstractThe present study examined the influence of teacher sex-role orientation, student sex-role orientation, and teacher warmth as perceived by students and teachers on teacher evaluations. Thirty teachers ( ten from each sex-role category) and students from one of their classes were the subjects in the study. A total of 497 students completed all of the required information. Teachers completed a Bern Sex-Role Inventory (BSRI) to determine their sex-role orientation and a warmth questionnaire to rate their warmth and interest. Students in the study completed the BSRI, the warmth questionnaire to rate their teacher's warmth and interest, and the IDEA questionnaire to evaluate their teacher's progress and effectiveness. Analysis of variance and and multiple linear regression techniques were used to analyze the data. The analysis indicated the following: 1. There was no interaction between teacher sex-role orientation and student sex-role orientation. 2. There was an interaction between teacher sex and student sex. 3. Androgynous teachers were rated overall higher than either masculine or feminine teachers. 4. Teachers who rated themselves as above average on warmth and primarily interested in students received significantly higher ratings than did their below average warmth or course content oriented counterparts. The same relationship was found when students rated teacher warmth and interest. 5. Multiple regression analyses revealed that although the above relationships are statistically significant, the amount of variance they account for (multiple R and R[squared]) was quite small. Implications of the finding and possible areas of further research were discussed. It was suggested that further research look more into the student's head to determine which characteristics are most important when rating teacher effectiveness.
dc.description.departmentPsychology, Department of
dc.format.digitalOriginreformatted digital
dc.format.mimetypeapplication/pdf
dc.identifier.other2623134
dc.identifier.urihttps://hdl.handle.net/10657/11426
dc.language.isoen
dc.relation.ispartofSenior Honors Theses
dc.rightsThis item is protected by copyright but is made available here under a claim of fair use (17 U.S.C. Section 107) for non-profit research and educational purposes. Users of this work assume the responsibility for determining copyright status prior to reusing, publishing, or reproducing this item for purposes other than what is allowed by fair use or other copyright exemptions. Any reuse of this item in excess of fair use or other copyright exemptions requires express permission of the copyright holder.
dc.titleInteractive effects of teacher sex-role, student sex-role, and teacher warmth on the evaluation of college instruction
dc.type.dcmiText
dc.type.genreThesis
dcterms.accessRightsThe full text of this item is not available at this time because it contains documents that are presumed to be under copyright and are accessible only to users who have an active CougarNet ID. This item will continue to be made available through interlibrary loan.
thesis.degree.collegeCollege of Social Sciences
thesis.degree.departmentPsychology, Department of
thesis.degree.disciplinePsychology
thesis.degree.grantorUniversity of Houston
thesis.degree.levelBachelors
thesis.degree.nameBachelor of Science

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