Kvaliteti visokoškolskih nastavnika

Abstract

This paper presents an overview of several studies on the qualities of higher education instructors based on different data sources. The reviewed research studies used data from surveys for students, instructors, or faculty bodies responsible for rewarding outstanding teachers. Student evaluations of instructors were most commonly used in these studies as a significant feedback mechanism regarding the quality of higher education teaching and its contribution to teaching effectiveness. The paper also addresses the doubts expressed by researchers and instructors regarding the reliability, validity, and usefulness of student evaluations of teachers, along with counterarguments that emphasize the importance of these evaluations for improving teaching. The analysis of findings from various studies reveals a broad range of desirable qualities of higher education instructors and identifies consistency in recognizing specific traits that define a good university teacher, as well as differences that are mostly conditioned by the sample specificity or methodological approach to the issue. The paper highlights the need for further research on the qualities of higher education instructors, which, together with other factors such as family, environment, learning conditions, curriculum, or technology, contribute to student achievements and teaching effectiveness.