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Faculty’s Expectations of Instructors’ Behaviors
Data on expectations of instructors’ behaviors from faculty’s perspective also
indicated an overlap in characteristics that the ideal instructors should have for
both course settings. These included being knowledgeable about subject matter;
being respectful; being realistic in expectations of students/fair testing and grading;
managing class time; promoting critical thinking; holding a positive attitude;
and striving to be a better teacher (see Table 2). Online instructors should be
technologically competent as well.

Table 2

Faculty’s Top 10 and Bottom 5 Expectations of Instructors’ Behaviors
Top 10 Instructors’ Behaviors (face-to-face) Mean Top 10 Instructors’ Behaviors (online) Mean
1. Knowledgeable about subject matter 4.82 1. Knowledgeable about subject matter 4.87
2. Respectful 4.73 2. Respectful 4.76
3. Enthusiastic about teaching and about topic 4.7 3. Enthusiastic about teaching and about topic 4.76
4. Prepared 4.54 4. Technologically competent 4.65
5. Realistic expectations of students/fair testing 4.53 5. Punctuality/manages class time 4.64
and grading
6. Positive attitude 4.52 6. Promotes critical thinking/intellectually 4.58
stimulating
7. Punctuality/manages class time 4.52 7. Realistic expectations of students/fair testing 4.53
and grading
8. Strives to be a better teacher 4.51 8. Strives to be a better teacher 4.53
9. Promotes critical thinking/intellectually 4.46 9. Positive attitude 4.52
stimulating
10. understanding 4.45 10. Presents current information 4.49
Bottom 5 Instructors’ Behaviors (face-to-face) Mean Bottom 5 Instructors’ Behaviors (online) Mean
1. Effective communicator 2.86 1. Confident 3.13
2. Encourages and cares for students 2.82 2. Encourages and cares for students 3.13
3. Approachable/personable 2.78 3. Approachable/personable 3.02
4. Creative and interesting 2.74 4. Effective communicator 2.85
5. Confident 2.54 5. Accessible 2.79

Comparison of Students’ and Faculty’s Expectations of Instructors’
Behaviors in Face-To-Face Course Settings
In terms of comparing students’ and faculty’s expectations of instructors’
behaviors in face-to-face settings, data showed a significant difference in expectations
of instructors for being confident (F (1, 75) = 9.29, p = .003); establishing daily and
academic term goals (F (1, 75) = 5.02, p = .028); being a good listener (F (1, 75) = 9.57, p
= .003); being knowledgeable about subject matter (F (1, 75) = 4.53, p = .037); being
prepared (F (1, 75) = 4.17, p = .045); presenting current information (F (1, 75) = 5.84, p =
.018); being professional (F (1, 75) = 12.1, p = .001); promoting class discussion (F (1,
= 16.43, p < .001); promoting critical thinking (F = 16.35, p < .001); and
75) (1, 75)
being respectful (F (1, 75) = 5.14, p = .026). Specifically, faculty believed establishing
daily and academic terms goals, being a good listener, being knowledgeable about
subject matter, being prepared, presenting current information, being professional,

10 The Delta Kappa Gamma Bulletin: International Journal for Professional Educators