Doctoral Students’ Perceptions of Characteristics of Effective College Teachers: A Mixed Analysis

• In Event: Roundtable Session 101
  In Roundtable Session: Practical Applications of Mixed-Methods Research

Abstract

The purpose of this study was to determine doctoral students’ perceptions about the characteristics of effective teachers, and to identify antecedent correlates of these perceptions (i.e., gender, race, type of degree sought, and employment status). Participants were 205 doctoral students who were enrolled at a research university in the United States. Using a sequential qualitative-quantitative analysis, a priori themes identified by Onwuegbuzie et al. (2007) were applied to doctoral students’ questionnaire responses, comprising: professional, ethical, student-centered, connector, responsive, expert, transmitter, enthusiast, and director. The perceptions of doctoral students’ were found to be multidimensional, suggesting that a blend of attributes is required of the college teaching profession. Findings from this study have important pedagogical implications for instructors of doctoral students.

Authors

• Monika T. Anderson, Sam Houston State University

• Jacqueline M. Ingram, Sam Houston State University

• Brandie J. Buford, Sam Houston State University

• Roslinda Rosli, Texas A&M University

• Michelle L. Bledsoe, Sam Houston State University

• Anthony J. Onwuegbuzie, Sam Houston State University