Unravelling the expectation-performance gaps in teacher behaviour: a student engagement perspective

IF 1.1 Q3 EDUCATION & EDUCATIONAL RESEARCH

Quality in Higher Education Pub Date : 2022-09-28 DOI:10.1080/13538322.2022.2090746

Weng Marc Lim, Ida Fatimawati bt Adi Badiozaman, H. Leong

引用次数: 5

Abstract

Abstract Evaluation of teacher behaviour from the perspective of students is beneficial to higher education institutions striving to improve student engagement. This article aims to identify and close the gaps in teacher behaviour to improve student engagement in higher education. Through a survey of 838 students in four higher education institutions in Sarawak, Malaysia, this study found that teacher behaviour had a positive and significant impact on student engagement. By empirically scrutinising students’ expectations and performance evaluations of teacher behaviour, the findings revealed that significant expectation-performance gaps in teacher behaviour exist as students, across public and private universities, had expectations of teacher behaviour that were significantly higher than the actual performance of their teachers. This study demonstrated the importance of enhancing the quality of interactions and promoting interactive dialogic relationships with students in higher education to garner greater student engagement.

查看原文本刊更多论文

解开教师行为的期望-绩效差距:学生参与的视角

从学生的角度对教师行为进行评价，有利于高校努力提高学生参与度。本文旨在识别和缩小教师行为的差距，以提高学生在高等教育中的参与度。通过对马来西亚沙捞越四所高等教育机构的838名学生的调查，本研究发现教师行为对学生参与有积极而显著的影响。通过实证审查学生对教师行为的期望和绩效评估，研究结果显示，公立和私立大学的学生对教师行为的期望明显高于教师的实际表现，因此教师行为存在显著的期望-绩效差距。本研究证明了在高等教育中提高互动质量和促进与学生的互动对话关系的重要性，以获得更多的学生参与。

本文章由计算机程序翻译，如有差异，请以英文原文为准。

求助全文

约1分钟内获得全文求助全文

来源期刊

Quality in Higher Education EDUCATION & EDUCATIONAL RESEARCH-

CiteScore

3.30

自引率

14.30%

发文量

期刊介绍： Quality in Higher Education is aimed at those interested in the theory, practice and policies relating to the control, management and improvement of quality in higher education. The journal is receptive to critical, phenomenological as well as positivistic studies. The journal would like to publish more studies that use hermeneutic, semiotic, ethnographic or dialectical research as well as the more traditional studies based on quantitative surveys and in-depth interviews and focus groups. Papers that have empirical research content are particularly welcome. The editor especially wishes to encourage papers on: reported research results, especially where these assess the impact of quality assurance systems, procedures and methodologies; theoretical analyses of quality and quality initiatives in higher education; comparative evaluation and international aspects of practice and policy with a view to identifying transportable methods, systems and good practice; quality assurance and standards monitoring of transnational higher education; the nature and impact and student feedback; improvements in learning and teaching that impact on quality and standards; links between quality assurance and employability; evaluations of the impact of quality procedures at national level, backed up by research evidence.