Enhancing the Quality and Relevance of Higher Education through Effective Teaching Practices and Instructors’ Characteristics

Abstract

The five key behaviours for effective teaching are: lesson clarity, instructional variety, and instructor task orientation, engagement in the learning process and student success rate. This study examines the reflections of university students and instructors regarding the implementation of effective teaching practices and instructors' characteristics in engineering education. Data gathered from two groups (engineering students & instructors) interviews were developed and 25 item Likert scale questionnaires were completed by a sample of 69 students and 64 instructors. Means, ranking, and standard deviation followed by other analyses indicated that there was a high degree of similarity between students and instructors with respect to the perceived attributes of effective and ineffective teaching. It appears that the effective instructors are the mirror image of the ineffective by being imbued with a generous dose of personality traits in addition to skills. Both instructors and students in this research conducted in the selected universities of Ethiopia depicted the effective/excellent university instructor as someone who: (1) is respectful, (2) makes classes interesting, (3) is fair in evaluating, (4) cares about students' success, (5) shows a love for their subject, (6) is friendly, (7) encourages questions and discussion, (8) is always well prepared and organized, and (9) makes difficult subjects easy to learn. Findings of students' and instructors' perspectives suggest that effective teaching is the blending of both personality and ability factors. The key factor, however, remains the instructors' personality.