| Full text | |
| Author(s): |
Oliveira Henklain, Marcelo Henrique
;
Lira, Juliana Rosa
;
Carmo, Joao dos Santos
;
Keeley, Jared Wayne
Total Authors: 4
|
| Document type: | Journal article |
| Source: | CADERNOS EDUCACAO TECNOLOGIA E SOCIEDADE; v. 17, n. 3, p. 11-pg., 2024-01-01. |
| Abstract | |
Social desirability may adversely impact studies of teaching excellence and its evaluation in the classroom. However, to date, no studies have examined to what extent social desirability might impact student or faculty ratings of excellent teaching. This study investigated whether a tendency to provide socially desirable answers was related to relevance ratings of TBC items among 98 faculty and 545 university students from various Brazilian states. The results of this study indicated no association between student responses and social desirability, but a weak relationship for faculty. It is encouraging that social desirability did not seem to impact students' ratings, which would support the valid interpretation of student evaluations of TBC items' relevance; however, there is a clear need for studies that deepen and expand these findings and investigate other variables involved in the influence of social desirability, while also investigating social desirability when using TBC to evaluate teachers' performance. (AU) | |
| FAPESP's process: | 08/57705-8 - Institute for the Study of Behavior, Cognition and Teaching |
| Grantee: | Deisy das Graças de Souza |
| Support Opportunities: | Research Projects - Thematic Grants |
| FAPESP's process: | 14/50909-8 - INCT 2014: Behavior, Cognition and Teaching (INCT-ECCE): relational learning and symbolic functioning |
| Grantee: | Deisy das Graças de Souza |
| Support Opportunities: | Research Projects - Thematic Grants |