Understanding variation in student perceptions of teaching behaviour: A cross-national value perspective

This study examines variations in student perceptions of teaching behaviour in secondary education across three countries: the Netherlands, Spain, and South Korea. A multilevel framework (students nested within classes, and classes within schools) is used to investigate the role of student- (student gender, age, impression management) and classroom-level factors (class size) in explaining variations in perceptions of teaching behaviour. Results show that gender, age, and class size have different relationships with perceived teaching behaviour in three countries. Impression management is positively related to perceived teaching behaviour in three countries, and its role is most salient in South Korea. The findings significantly contribute to comparative education by elucidating the complex dynamics between student- and classroom-level factors and perceived teaching behaviour in three different national contexts.