Teaching Effectiveness and Student Satisfaction Essay

Teaching effectiveness and the level of student satisfaction turn out to be common topics for investigation today. In their study, Cerro and Ruiz-Esteban (2020) raise the question about the existing attempts to define the variables that “have the greatest influence on student satisfaction with the professor” (p. 305). The main argument is that the quality of teaching in Europe has already become a crucial requirement for many management processes. However, the valuation of public services lacks credible tools and methods. Therefore, the authors do not refute the existing measurements but support the idea of implementing opinion questionnaires on the basis of logistic regression and decision-tree techniques. As a result, academic managers are able to check if their professors are competent enough to deliver high-quality teaching, implying similar methods to private and public institutions.

The application of an ad hoc questionnaire helps identify the level of student satisfaction with teaching. The authors paid their attention to such variables as teachers’ preparedness for classes, the clarity of explanation, assistance, and evaluation of a working process (Cerro & Ruiz-Esteban, 2020). However, this method does not inform how to improve the quality of education. Compared to other studies that focus on management skills and explanations, the chosen article introduces the concept of a “communicative pedagogical competence” as a part of active learning (Cerro & Ruiz-Esteban, 2020, p. 310). Although non-parametric evidence and logistic regression analysis were taken from a limited sample, which is considered as the main limitation, this work serves as a solid contribution to the development of individualized improvement plans. The questions about quality components of teaching and the role of pedagogical variables should be raised in further research.

Reference

del Cerro, J. S., & Ruiz-Esteban, C. (2020). Teaching quality: The satisfaction of university students with their professors.Anales de Psicología, 36(2), 304–312. Web.