Doctoral students' perceptions of characteristics of effective college teachers: A mixed analysis

Monika R. Anderson, Jacqueline M. Ingram, Brandie J. Buford, Roslinda Rosli, Michelle L. Bledsoe, Anthony J. Onwuegbuzie

Research output: Contribution to journalArticlepeer-review

11 Citations (Scopus)


The purpose of this study was to determine doctoral students' perceptions of characteristics of effective teachers and to identify antecedent correlates of these perceptions (i.e., gender, race, type of degree sought, and employment status). Participants were 205 doctoral students who were enrolled at a research university in the United States. Using a sequential mixed analysis, a priori themes identified by Onwuegbuzie, Witcher Collins, Filer, Wiedmaier, and Moore (2007) were applied to doctoral students' open-ended responses, comprising responsive, enthusiast, student-centered, professional, expert, connector, transmitter, ethical, and director. The perceptions of doctoral students were found to be multidimensional, suggesting that a blend of attributes is re-quired of the college teaching profession. Findings from this study have important pedagogical implications for administrators, devel-opers of teacher evaluation forms, and instructors of doctoral students.

Original languageEnglish
Pages (from-to)279-309
Number of pages31
JournalInternational Journal of Doctoral Studies
Publication statusPublished - 2012
Externally publishedYes


  • Doctoral students
  • Doctoral students' perceptions
  • Effec-tive college teachers
  • Effective teachers
  • Mixed analysis
  • Mixed methods research
  • Mixed research

ASJC Scopus subject areas

  • Education


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