ESP-3848

Published

2025-06-30

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Vol. 10 No. 6 (2025): Published

Section

Research Articles

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Copyright (c) 2025 Hao Wang, Wan Suraya Binti Wan Nik., JianMei Ren

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How to Cite

Wang, H., Binti Wan Nik., W. S., & Ren, J. (2025). Student perceptions of effective and ineffective teachers: A thematic analysis of reflective self-assessments. Environment and Social Psychology, 10(6), ESP-3848. https://doi.org/10.59429/esp.v10i6.3848

Student perceptions of effective and ineffective teachers: A thematic analysis of reflective self-assessments

Hao Wang

INTI International University, Persiaran Perdana BBN, Putra Nilai, Negeri Sembilan, 71800 Nilai, Malaysia

Wan Suraya Binti Wan Nik.

INTI International University, Persiaran Perdana BBN, Putra Nilai, Negeri Sembilan, 71800 Nilai, Malaysia

JianMei Ren

INTI International University, Persiaran Perdana BBN, Putra Nilai, Negeri Sembilan, 71800 Nilai, Malaysia


DOI: https://doi.org/10.59429/esp.v10i6.3848


Keywords: student perception; teacher effectiveness; reflective self-assessment; teaching characteristics

Abstract

This study explores the high-quality and low-quality teacher characteristics based on students’ own learning experiences. It is based on the input of seven college students who undertook a guided self-reflection with Ormrod’s (2023) “Self-Assessment 1.1.” The study determines key characteristics that are linked to high and low quality teaching. Five high-quality and five low-quality teacher characteristics were determined by the students, with specific examples. Thematic analysis identified that good teachers were most frequently described as caring, patient, interactive, fair, and well-prepared. In contrast, poor teachers were described as disorganized, emotionally unstable, unengaging, unfair, and unclear in their teaching. Although the sample was small and representative of the studied group only, the reflections yielded dense data regarding how students thought and felt about their teachers’ actions. The findings cannot be generalized beyond this sample due to the limited sample size (N=7). The findings highlight the importance of students’ perspectives in establishing good teaching. Given the exploratory nature of this small-scale study, the findings may offer preliminary suggestions for teacher education programs in similar contexts seeking to create teaching approaches focused on relationships, reflection, and students.

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