Don't worry, be happy: Instructor likability, student perceptions of learning, and teacher ratings in upper-level sociology courses

Journal/Book: Teach Sociol. 2000; 28: 1307 New York Ave NW #700, Washington, DC 20005-4712, USA. Amer Sociological Assoc. 220-231.

Abstract: Data from 205 course evaluation forms representing student responses in ten upper-level sociology courses were used to examine the role of instructor likability/rapport on student perceptions of learning and ratings of overall teaching ability. The results suggest that students who rate their instructor high in likability reward that instructor with high ratings in overall reaching ability. However, high likability ratings are also associated with a decrease in student perceptions of learning. The negative effect of likability on perceived learning juxtaposed with its positive impact on global teacher ratings gives some credence to sociological critiques of student consumerism in higher education. Namely, when students approach college as customers, they expect to be entertained and served only in ways they find pleasing. Suggestions for more appropriate use of student evaluations of teaching (SETS) and their impact on how sociologists define teaching effectiveness are discussed.

Note: Article Delucchi M, Univ Hawaii W Oahu, Div Social Sci, 96-129 Ala Ike, Pearl City,HI 96782 USA

Keyword(s): POSTMODERN EXPLANATION; HIGHER-EDUCATION; CONSUMERISM; VALIDITY; RESPONSIBILITY

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