Značaj studentskih procjena važnih obilježja nastavnika u kontekstu unaprjeđenja rada nastavnika
The significance of student evaluations of important teacher characteristics with regards to improvement of teacher performance

Summary/Abstract: The goal of the study was to identify characteristics and behaviors of teachers that students perceive as highly important and examine differences in the ratings of importance of teacher characteristics and behaviors with respect to certain student characteristics (type of high school, number of repeated academic years, interest for the course, and class attendance). Participants were students of the second and fourth year of the Faculty of Criminal Justice and Security and of the Faculty of Philosophy of the University of Sarajevo (N=197). The data was collected using the method of guided group work during May and June of 2014. Questionnaire for the Assessment of Desirable Teacher Characteristics and Behaviors, containing 83 items, and the Socio-Demographic Questionnaire were applied. Students have assigned high importance ratings (≥ 3.5) to all items except one (N=82). ANOVA results have shown that students assign significantly different ratings to some characteristics and behaviors when contrasted on the type of high school they attended (Nitems=13), number of repeated academic years (Nitems=10), interest for the course (Nitems=43) and class attendance (Nitems=12). The paper offers a critical review of the significance and the understanding of student perceptions of the importance of certain teacher characteristics and behaviors in relation to improvement of teacher – student interaction and increased teacher self-efficacy and effectiveness.

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