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ABSTRACT
Forty-one semantic differential scales measuring the concept of a good teacher were factor analyzed to assess the general, underlying judgmental dimensions which students use in evaluating effectiveness in teaching. Both high school and college students judged teachers on the dimensions of student/teacher rapport, communicative style, instructional style, and stimulation. A personalization factor, measuring the teacher’s ability to personalize and make relevant class materials, was also found among college students and conceptually distinguished them from the high school students. In addition to class level differences, sex differences across students were also investigated.