Hi :
It depends on what we mean by "teaching effectiveness."
Theoretically, students are highly biased by delivery style--the more
let's say "charismatic" the professor is, the more likely the students
will rate the professors as being effective, particularly at undergrad
level. As students become more savvy (e.g., at Ph.D. level) and realize
the importance of the knowledge they get, perhaps they become more
immune to the bias (so Bart's suggestion is a good one). So, I don't
know the extent to which previous studies teased out learning outcomes
from student affect for the professor, as well as difficulty of the
class, and other fixed effects.
Also, there is a serious statistical problem here too. Professors are
self-selected into the profession and the re-selected by committees;
there is, therefore, some serious range restriction going on there on
the two factors, as well as unmodeled selection causes. I doubt that
these issues have been adequately addressed by previous studies.
Were we to do an experiment and randomly assigning individuals who vary
on research competence and delivery-style competence to teach, I bet
we'd find that the high-high teacher would be best; also, despite the
fact that personality and IQ are largely orthogonal, I would think that
IQ would be a strong common cause of effective delivery and research
competence. Thus, theoretically, if all the necessary statistical
corrections could be taken, I would think that a moderate positive
correlation is what should be found.
Best regards,
John.
____________________________________________________
Prof. John Antonakis
Associate Dean Faculty of Business and Economics
University of Lausanne
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