46 Factors associated with differences in digitally measured student perceptions of teaching quality by Dev and Qayyum (2017) concluded that gender, age, students’ grades, and teachers’ nationalities were related to students’ evaluations of their teachers (older, high-performing boys rated teachers from their own nationality higher). However, it is diff icult to compare research conducted in university lecture halls with studies conducted in secondary or primary education, due to differences in the educational contexts (e.g., class sizes, student participation, teachers’ instruction, “distance” between students and teachers, and speed of the lecture/lesson; Boyer, 1983). Considering the PERSON sources described earlier, factors at the student level refer to a private interpretation, as a judgment of observed behaviour might not be shared with other perceivers. Relevant factors at the teacher level refer to shared interpretations of the characteristics of a specif ic target. An example is a teacher’s teaching experience. Levy et al. (1992) found that teaching experience was associated with signif icant differences in student ratings of teachers’ communication styles. The more teaching experience a teacher had, the more dominant and stricter a teacher was, according to students. Other studies found that more experienced teachers received higher ratings from their students (Day et al., 2008; Kini & Podolsky, 2016; Leigh, 2010; Rowley, 2003). Gärtner (2014) studied effects of teacher popularity (likeability) on student perceptions of teaching quality and found that the more popular the teacher is according to their students, the higher students’ ratings were of the quality of their teaching. This relationship was also addressed by Fauth et al. (2014), Goe et al. (2008), and Donahue (1994). Other studies revealed that students’ views of teacher communication styles are influenced by their cultural background (den Brok et al., 2002; den Brok et al., 2003). As far as classroom-level factors are concerned, class size also might be related to students’ perceptions of teaching quality. In the study by Levy et al. (2003), it appeared that class size was negatively related to students’ perceptions of teacher proximity, but not related to their perceptions of teacher influence. One explanation for this could be that teachers have more diff iculty with classroom management in large classes (Blatchford & Russell, 2019). A feedback characteristic at the classroom level that could be related to differences in students’ perception of teaching quality is whether the ratings were collected in the morning or in the afternoon. This might affect students’ general “feeling” about a lesson, due to tiredness or cognitive overload at the end of a school day (Wile & Shouppe, 2011).
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