Perception of Teacher Effectiveness Among High School Students

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DOI: https://doi.org/10.63345/ijre.v14.i12.4

Dr Rupesh Kumar Mishra

School of Computer Science and Engineering,

SR University

Warangal – 506371, Telangana, India

Abstract— This study investigates high school students’ perceptions of teacher effectiveness, an essential yet underexplored indicator of educational quality. Drawing on a quantitative research design, data were collected via a structured survey administered to 600 students across three urban high schools. The instrument measured five dimensions of teacher effectiveness—subject-matter expertise, instructional clarity, classroom management, interpersonal rapport, and assessment fairness—using a five-point Likert scale. Descriptive statistics revealed that students rated interpersonal rapport highest (M = 4.21), followed by instructional clarity (M = 4.05), while assessment fairness received the lowest mean score (M = 3.72).

Inferential analyses (ANOVA and t‑tests) identified statistically significant differences by grade level and gender, indicating that older students and female respondents tended to rate certain dimensions more critically. The findings underscore the multifaceted nature of perceived teacher effectiveness and highlight areas for professional development, particularly in fair assessment practices. Implications for teacher training programs, policy initiatives, and future research directions are discussed, emphasizing the importance of incorporating student voice into evaluations of teaching quality.

Keywords— Teacher Effectiveness; High School Students; Student Perceptions; Educational Quality; Survey Research

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