Junior Faculty Vs. Senior Faculty: Student's Perception

Student-centered learning is greatly dependent on teacher quality. Even though teacher quality is a complex topic and very hard to define, it can be said that it is influenced by variables such as knowledge, teacher qualifications, teaching practices and teacher preparation (Okpala, 2005). However it is argued that the age of a teacher can determine the effectiveness of these variables. Therefore, there is a need to study the student perceptions of senior faculty and junior faculty.

Research Objective

This research is conducted to examine the relationship between the age of a teacher and the effectiveness of teaching and whether it plays a role in ensuring the learning of students. In the research conducted, the junior faculty members are identified as teachers below the age of 35 where as senior faculty is classified as teachers above the age of 35. The findings of this research will exhibit student perceptions about senior faculty versus junior faculty and will allow the research team to determine whether the seniority of a teacher contributes to student learning or do students prefer junior teachers when it comes to student learning. Moreover, the results will permit us to identify areas where both groups of teachers can improve and work towards the learning of their students.

Benefits

The following groups will benefit from this research:

• Senior Faculty Members: This research will allow senior faculty members to recognize their shortcomings and make up for them so that they are able to enhance student learning.

• Junior Faculty Members: This research will benefit junior faculty members by highlighting how students perceive them. Junior faculty will be able to use the findings to this research to implement techniques or mannerisms that students prefer about senior faculty and contribute more effectively to student learning.

• Educational Institutes: By studying the results to this research, educational institutes will be able to identify areas that students prefer about senior faculty and junior faculty. They will be able to use this information to improve training programs for teachers by ensuring that the shortcomings of both groups are addressed.

• Students: Once senior faculty members and junior faculty members benefit from this research, they will be able to improve their teaching. This will result in enhanced student learning, hence, benefiting the students.

Research Design

The following research elements identify the research conducted:

• Purpose of study: Hypothesis testing

• Type of investigation: Correlational

• Extent of researcher interference: Minimal

• Study