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This article reports the findings of a joint international Socrates project, ‘Quali-Teach’, that researched the constructs that students aged 17–19 in England, France, Germany, the Netherlands, Lithuania and Norway use to informally evaluate their teachers. Although one would expect considerable differences in the constructs due to the factual differences in the educational systems of the countries, as well as other factors, the study shows no signficant differences between the groups. The most important determinants of student evaluation of teachers are constructs that describe affective behaviours of the teacher, which have an impact on the learning climate; and constructs that describe aspects of the professionality of the teacher, such as his/her teaching skills. In keeping with earlier research by the principal researchers, the main finding seems to be that the creation of a positive learning climate is the most important factor in effective teaching, in the perceptions of young adults, irrespective of country and curriculum area; combined with a range of professional skills that may be developed in initial training.

Constructs Used by 17–19 Year Old Students in Northern Europe When Informally Evaluating Their Teachers