Student Perceptions of the Importance of Instructor Traits: A Cross-Cultural Study

ABSTRACT This study attempts to explore students' perceptions of importance of instructor traits in three countries; The United States, Jordan, and Chile. A survey questionnaire was administered to samples of college students in the three countries during the academic year of 2004-2005. The questionnaire was sent and distributed to 500 college students in each country. Demographic variables, such as gender, age, educational background, GPA, and learning style were included in the questionnaire. In addition, the survey requested information about perceptions of importance of forty-five traits of instructors. The results of ANOVA revealed that there were significant differences in students' responses in 43 statements (traits). However, many of these differences were in the extent of their agreements. There were only 8 statements in which students significantly disagreed on the importance of these traits. On the other hand, there were thirty-four traits which were considered by students to be important to very important. These traits could be classified into 5 main categories: traits related to instructor 1) personality; 2) communication skills; 3) style of class management and evaluation of student performance; 4) qualification and credential; and 5) teaching style. Among the demographic factors, gender was the most significant factor that influenced student responses; especially for the American and Jordanian students. The results of the paired sample t-test showed that there were significant differences in student perceptions of importance of instructor traits between face-to-face and online teaching modes. Differences among perceptions of the importance of instructor traits could be partially explained by cultural differences among the three countries using Hofstede's cultural dimensions. Yet, respondents agreed that to be respectful of students, approachable in and out of class, and clear as well as concise explanations of course materials were the most important traits. INTRODUCTION Instructional effectiveness is an integral component of the educational process. In practice, considerable time/effort and financial resources are devoted to formal preparation of learners for successful personal and professional lives. Even though cultures and modes of lifestyles may differ, the essential nature of meaningful educational experiences is most relevant to citizens and countries. Growing globalization and technological advances are likely to serve as further impetuses for value-added higher-education experiences. Understanding student perceptions of an effective instructor has historically been an important consideration. However, with the introduction of online teaching and an increase in exchange programs among universities throughout the world, it becomes more urgent than before to understand what characteristics (traits) make an effective instructor from student perspectives across different cultures. Therefore, instructors should be aware of student expectations, especially if students are from different countries. This study addresses relevant issues by comparing student perceptions of instructor traits in the USA, Jordan, and Chile. These three countries were primarily selected because they represent different sets of cultures according to Hofstede's cultural dimensions (the power distance, individualism, masculinity, and uncertainty avoidance). We believed that differences in these cultural dimensions among students in these three countries influence, to certain extent, their perceptions of traits associated with effective instructors. BACKGROUND PERSPECTIVE Students and professors may interact in dissimilar educational environments that differ in any number of ways, including instructional approaches as well as equipment and facility resources. Nevertheless, student perceptions regarding their educational experiences prevail. As noted by Doyle (1977), research efforts on teacher effectiveness involve numerous complications related to such things as consistency of outcomes, methodology, and theoretical considerations. …