A newly come survey conducted by t...

A newly come survey conducted by the National Center for Education Statistics (NCES) provides information forward graduating 1982 high school seniors' perceptions of their teachers. The review also asked students what characteristics they considered to a high degree important in an ideal teacher. Eighty-four percent of the bookish mans cited "enjoying teaching" and "making clear presentations" as real important characteristics of an ideal teacher. "Being patient and understanding" and "treating learners with respect" were rated highly important by 81 percent of the observers About two-thirds of the scholars felt it was important that teachers "did not talk above the students' on a level of comprehension." Working scholars hard" and "returning school work promptly" were considered to be surpassingly important by slightly less than 40 percent of the students

The seniors were also asked to rate their teachers upon these criteria. Only 22 percent said that they had not many or no teachers who made clear presentations. As might be count uponed students with overall "C" and "D" grade averages were more than twice as likely as close examiners with "A" averages to be impressed that teachers did not make clear presentations (see accompanying chart). Many of the scholars with lower grades also felt that their teachers were not communicating at an appropriate level

Although the large majority of scholars felt that many of their teachers made clear presentations, a substantial minority indicated that not many of their teachers made pupils work hard and returned corrected sect work promptly. Overall, 39 percent of the learners said that few or none of their teachers made them work hard. scholars in Catholic schools (29 percent) and other private denominations (23 percent) were less inclined to perceive that their teachers did not work them hard, compared to learners in public schools (40 percent) Not alone did many students feel that they were not challenged through school work, but about 38 percent reported that sole a few of their teachers replyed school work promptly.

observers had a tendency to react more favorably about their teachers' personalities. barely one-fifth of the students felt that not many or none of their teachers have fruition ofed teaching. Only one-third of the bookish mans reported that most of their teachers were not patient and understanding. Slightly more, or about 38 percent of the pupils said that only a not many of their teachers treated everyone with respect

The in the greatest degree favorable responses about instructional staff were elicited with regard to their disquiet for the future of their close examiners Only 6 percent of the bookish mans said few or none of their teachers cared about their students' what is yet to bes However, students were earnestly more likely to feel that their teachers did not care about their out-of-school activities. Seventy-one percent of the scholars said that few or none of their teachers were interested in their after-school activities.

It would appear from the scholar responses that parents did not point out to much interest in school activities. Almost 80 percent of the scholars said their parents had not at any time visited their classes, and about 60 percent said their parents had not at all had a parent-teacher conference.

Overall, about three-fourths of the graduating seniors said that they were satisfied with their education. learners in private schools were more likely to expres satisfaction with sect and teachers was associated with beneficial grades, high performance, participation in academic programs, and high socioeconomic status. In contrast, close examiners with poor grades tended to exhibit to negative attitudes towards their education and teachers.

These data are from the NCE thought "High School and Beyond." They are based with a 1982 follow-up survey of close examiners who were sophomores in the spring of 1980

COPYRIGHT 1984 U restraint Printing Office

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