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Abstract
This paper reports findings of a research study that aimed to examine a group of high school students' perceptions of their physics teachers. A secondary goal of the research was to determine whether students focus more on the specific characteristics of the teacher and if they perceive certain characteristics more important than others. The study was conducted with questionnaires administered to 608 high school students in five schools that were selected in two stages, the first stage through purposive sampling and the second through stratified random sampling. Analysis of the data revealed five main models of teacher effectiveness as perceived by the students: (a) the all-or-nothing model, (b) the model of the ‘unforgivable’ characteristics, (c) the model of the ‘forgivable’ characteristics, (d) the model of the minimal positive teacher behaviour and (e) the model of the minimal negative teacher behaviour. These models indicate that students perceive certain teacher characteristics as more important than others. The results of this study are significant to supporting our understanding about the ways in which students perceive their physics teachers and have implications for teacher–student relationships/interactions that take place during instruction.