Hispanic College Students' Perceptions of Characteristics of Effective Elementary School Teachers: A Multi-Stage Mixed Analysis

In this multi-stage mixed analysis study, the views of 437 Hispanic students enrolled at two Hispanic-Serving Institutions in the Southwest were obtained concerning characteristics of effective elementary school teachers. Through the method of constant comparison (qualitative phase), 20 dominant themes were determined to be present in respondents' characteristics of effective elementary school teachers. A factor rotation revealed the presence of five meta-themes: Student-centered and Transmitter; Responsive; Enthusiastic, Empathetic, and Communicative; Professional and Director; and, Expert and Connector. Then these themes (quantitative phase), quantitized into an inter-respondent matrix that consisted of a series of 1s and 0s, were analyzed to determine whether participants differed in their themes as a function of gender, college status, and first-generation/non-first-generation status. Statistically significant differences were present between undergraduate and graduate students in their emphases on effective elementary school teachers, as well as between first-generation and non-first-generation college students. Implications are discussed. (Contains 6 tables.)