Teaching Styles and Student's Perception of Teaching Effectiveness in Counselor Education

Defense Date


Graduation Date

Summer 1-1-2003


Campus Only

Submission Type


Degree Name



Counselor Education and Supervision (ExCES)


School of Education

Committee Chair

William J. Casile

Committee Member

David Delmonico

Committee Member

Gary Shank


Counselor Education, Students Perception of teaching effectiveness, Teaching Effectiveness, Teaching Styles


This study described the relationship between teaching styles and graduate students' perception of teaching effectiveness in counselor education. A modified version of the Teaching Styles Inventory (Grasha, 1996) was used to describe the relationship between each of the specified teaching styles in Grasha's Teaching Styles Model (Grasha, 1996) (Expert, Formal Authority, Personal Model, Facilitator, and Delegator) and the overall teaching effectiveness as judged by students in counselor education content courses. In addition, this study attempted to determine the relative contribution of each of the five teaching styles to the overall effectiveness of teaching a counselor education content course. The participants were 98 graduate student volunteers enrolled in pre-practicum counselor education courses at a private, midsized university in the Northeast region of the United States. Grasha's Teaching Styles Model was used as a framework to determine if there was a positive correlation between teaching styles and the students' perception of teaching effectiveness. A Pearson correlation was used to investigate how the composite scores for each teaching style were related to the students' perception of teaching effectiveness. Multiple regression analysis was used to measure how the composite predictor of ranked teaching styles correlated with the students' perception of teaching effectiveness. Results indicated the Personal Model teaching style and the Facilitator teaching style showed a significant positive correlation with the students' perception of overall teaching effectiveness. The result of a multiple regression analysis showed that among the five teaching styles, the Facilitator teaching style obtained the highest Beta coefficient (β=.51). Thus, the Facilitator teaching style was ranked as the best predictor of teaching effectiveness. The implication of this finding is that counselor educators can increase the probability that students will perceive their teaching in content courses to be effective if they emphasize the Facilitator teaching style.





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