<p>The study attempts to explore higher education students’ perceptions of proficient teachers, which is of importance to them in their learning. Since no effective system of teacher evaluation was in place in Pakistan until recently to distinguish between good and poor teachers, research shows that poor teaching quality is pervasive in higher education institutions in the country. The study analyzed students’ views of good and poor teaching through two focus group discussions with students from two engineering schools in Pakistan. The hematic coding of data yielded the desired outcomes of students’ views according to the personality and ability traits their teachers demonstrated. It was revealed that teachers possessed both categories of characteristics to a certain extent with the shortcomings of approachability, ability to bring knowledge to the level of the students, low emotional intelligence and poor communication ability resulting there from. It is expected that action to improve teaching quality would result in awareness of the problem. </p><p><strong>Keywords</strong>: behavioral theory, cognitive theory, effective teaching, personality<br />characteristics, teacher behavior</p>

This study considered the importance of professionalism in university faculty performance since effective learning has its basis the superior instructional and professional competence of teachers. The purpose of the study was to attempt to suggest a hybrid model of faculty effectiveness evaluation based on the perceptions of higher education students regarding their faculty’s quality of teaching. The research focused on involving higher education students in determining the effectiveness characteristics of their teachers in order to provide a justification for developing effective operational systems for teacher evaluation in Pakistan. The study used a mixed methods research design comprising both quantitative and qualitative methods for the purpose of data collection and analysis.  To address the research problem, the researcher chose to base the theoretical framework for the research on Marsh’s (1982) research and development of the Student Evaluation of Educational Quality (SEEQ) questionnaire. Further to this, the researcher developed the conceptual framework through the research of Gurney and Wise (2002) from where the criteria for evaluating the effective teacher questionnaire emerged having characteristics similar to those in the SEEQ and was used to attempt to bridge the time gap and establish the validity of the SEEQ over more than three decades. The data was gleaned from using both questionnaires from a sample of n= 395 under two-tailed probability distribution. All constructs’ reliability was above the criteria suggested by different scholars rendering the SEEQ questionnaire as reliable for the study.

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