Teaching effectiveness and social skill development

Donald L. Hamann, Nancy Lineburgh, Stephen Paul

Research output: Contribution to journalArticlepeer-review

30 Scopus citations


The purpose of this study was to determine whether there were any relationships between adjudicated teaching effectiveness scores, assessed by the Survey of Teaching Effectiveness (Hamann & Baker, 1995), an observation-based assessment instrument, and social skills scores, assessed by the Social Skills Inventory (Riggio, 1989), a self-report instrument, of preservice teachers. Subjects for the study, N = 138, were music education and elementary/secondary education students preparing to be teachers at three universities in Ohio and Oklahoma. From regression analysis, it was found that (a) Emotional Expressivity, an individual's skill in nonverbal communication, (b) Emotional Sensitivity, an individual's skill in receiving and interpreting nonverbal communication of others, and (c) Social Control, an individual's ability to engage others in social discourse, were related to teaching effectiveness among preservice teachers.

Original languageEnglish (US)
Pages (from-to)87-101
Number of pages15
JournalJournal of Research in Music Education
Issue number1
StatePublished - 1998

ASJC Scopus subject areas

  • Education
  • Music


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