Multiple dimensions of university teacher self-concept - Construct validation and the influence of students' evaluations of teaching

Despite the recognised importance of positive self-concepts in many setting s, surprisingly little attention has been paid to teacher self-concepts - t eachers' self-perceptions of their own teaching effectiveness. We integrate research literatures on self-concept and on students' evaluations of teach ing effectiveness (SETs), develop a multidimensional university teacher sel f-concept instrument, and evaluate its psychometric properties (factor stru cture, reliability, validity). A multitrait-multimethod analysis of relatio ns between multiple dimensions of teacher self-concept and corresponding SE T rating dimensions provides good support for the construct validity of tea cher self-concept responses. In support of a priori hypotheses based on sel f-concept theory, agreement between teacher self-concepts and SETs was mode rate (median r = 0.20) for teachers who had not previously received SET fee dback, but substantially higher (median r = 0.40) for teachers who had prev iously received SET feedback. Implications for further research on teacher self-reflection and for improving teaching effectiveness in higher educatio n are discussed.