A Theory-Based Model for Understanding Faculty Intention to Use Students Ratings to Improve Teaching in a Health Sciences Institution in Puerto Rico

Abstract

A model derived from the theory of planned behavior was empirically assessed for understanding faculty intention to use student ratings for teaching improvement. A sample of 175 professors participated in the study. The model was statistically significant and had a very large explanatory power. Instrumental attitude, affective attitude, perceived capability, and perceived controllability were statistically significant contributors in explaining directly variability in faculty intention. Past use of student ratings–intention relationship was mostly indirect.