Indoo Singh^1,, Ajeya Jha¹

The main objective of this research was to find the difference between self-reported and students-rated teacher effectiveness among the faculty members of medical and engineering colleges as these two courses are highly competitive and academically very demanding. Self-reported teacher effectiveness of 310 faculty members (Medical 137 and Engineering 173; Males 180 and Females 130) from 7 private colleges (3 medical and 4 engineering) from Uttar Pradesh, India was obtained using Teacher Effectiveness Scale (TES, 2010) and their teacher ratings from 350 students of the respective colleges were acquired using Teacher Rating Scale (TRS, 2003). A significant correlation was revealed between self-reported and students-rated teacher effectiveness but the self perception of teacher effectiveness by the faculty members was found to be much higher than what was perceived by their students. No significant gender differences were found in self-reported or students rated teacher effectiveness. Comparing medical and engineering faculty, self-reported teacher effectiveness among engineering faculty members was found to be higher than those of medical faculty, however, no significant difference was observed in students-rated teacher effectiveness among the two groups. Recommendation for direct informal feedback from the students by faculty members is discussed.

self-reported and students-rated teacher effectiveness, direct informal feedback, medical and engineering faculty members