| Abstrakt: |
Objective: According to researches, various factors can affect the results of students’ evaluations of professors’ teaching. The main goal was to test the hypothesis that gender bias can affect the results of students’ evaluations of professors’ teaching. Methods: The first statistical population of the research is composed of 769 lecturers who have taught as university teacher for the past six semesters. For sampling, in addition to using the cluster method, the necessary conditionings were made according to the design and purpose of the research, and finally a sample of 443 professors was obtained. According to the fact that 3769 students had evaluated these university teachers, finally a sample containing 23285 data lines was obtained. The data collection tool was the teacher's teaching quality evaluation form. The reliability of this form in different samples according to Cronbach’s alpha coefficient was more than 0.95. Mixed effects model regression was used to test the hypothesis of the research. Results: The findings showed that there are two types of gender bias in evaluations. First, compared to female students who had a female professor, male students who had male professors evaluated their professors more poorly in all three components of effective teaching which shows the bias of male students against male professors. Second, male students who had male professors compared to female students who had male professors had lower evaluation scores in all three components, which indicates the bias of male students towards female professors. Conclusion: The results of student evaluations of professors are subject to gender bias. Based on the findings, it is suggested that the university leaders pay attention to the gender composition of the students in the classes. [ABSTRACT FROM AUTHOR] |
