Evaluating Higher Education Teaching Dimensions through Student Feedback: An Exploratory Factor Analysis

Abstract

Considering the dynamism of learning, diversity of learners, and ambiguous criteria for effective teaching, the validity of Student Evaluation of Teaching (SET) as a measure of effectiveness and high-stakes decisions concerning faculty members is being challenged. This exploratory-descriptive study investigates the latent dimensions of teaching quality in higher education as perceived by students. Conducted at the University of the Cordilleras, Philippines, it employs exploratory factor analysis of 276 teacher education student feedback to identify crucial teaching dimensions. The 30-item survey tool, modeled after the university’s SET instrument, used a 6-point Likert scale from 1 (Poor) to 6 (Excellent) in evaluating descriptive statements of teaching practices. The analysis revealed three significant factors: resource optimization and learning support, ethical conduct and emotional intelligence, and innovative pedagogy and critical engagement. This research contributes to the discourse on improving teaching quality by providing evidence-based insights into the aspects of teaching most valued by students.