Currently, student evaluations appear to have a large impact on academia. In order to understand better student attitudes concerning teaching performance, factor analysis is used in this paper to identify significant dimensions of student attitude toward instructors. A representative sample of 212 college of business students at the University of Georgia was selected for this purpose. Six interpretable dimensions of teaching behavior were identified. A second sample of 205 University of Georgia college of business students was used to investigate the relative importance of each of the six identified dimensions.
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