Multiple dimensions of university teacher self-concept |
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| Authors: | Lawrence A Roche Herbert W Marsh |
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| Institution: | (1) School of Learning and Development, Queensland University, Australia;(2) University of Western Sydney, Macarthur, P.O. Box 555, Campbelltown, NSW, 2560, Australia |
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| Abstract: | Despite the recognised importance of positive self-concepts inmany settings, surprisingly little attention has been paid to teacherself-concepts – teachers' self-perceptions of their own teachingeffectiveness. We integrate research literatures on self-concept and onstudents' evaluations of teaching effectiveness (SETs), develop amultidimensional university teacher self-concept instrument, andevaluate its psychometric properties (factor structure, reliability,validity). A multitrait-multimethod analysis of relations betweenmultiple dimensions of teacher self-concept and corresponding SET ratingdimensions provides good support for the construct validity of teacherself-concept responses. In support of a priori hypotheses based onself-concept theory, agreement between teacher self-concepts and SETswas moderate (median r = 0.20) for teachers who had notpreviously received SET feedback, but substantially higher (median r= 0.40) for teachers who had previously received SET feedback.Implications for further research on teacher self-reflection and forimproving teaching effectiveness in higher education arediscussed. |
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| Keywords: | construct validity factor analysis feedback effects frame-of-reference effects multitrait-multimethod analysis self-other agreement students' evaluations teaching effectiveness teacher self-concept |
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