A Conceptual Framework for Understanding Variability in Student Perceptions

Abstract

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Student perceptions using surveys are frequently used to measure student perceptions of teachers’ teaching quality in secondary and higher education. Research shows that the variance in student perceptions exists within a class and between countries. However, the influence of individual- and cultural-level factors on the variance of student perceptions is less well studied. More insights are needed to understand the mechanisms underlying the variance in student perceptions in-depth. Insights into determinants of student perceptions of teaching quality could become valuable toward understanding school-related outcomes. A conceptual framework is put forward in this study to enhance our understanding of manifestations of student perceptions of teaching quality. It is suggested that value orientations at the individual- and cultural-level as well as social desirability may play a role in understanding student perceptions of teaching quality. Understanding students’ individual and collective perceptions of teaching quality can contribute to teachers’ sense-making of their student evaluations. It is argued that this understanding could contribute to enhancing the development of teaching quality and ultimately education quality.

Keywords

• student perception
• teaching quality
• value orientation
• value congruence
• variety of perception
• social desirability