Defining and determining the scope and concept of teaching effectiveness is considered a challenge for researchers (Roche & Marsh, 2000; Young & Shaw, 1999). You cannot limit the definition to one dimension, trait, behavior, or classroom procedure that totally captures what it means to be an effective teacher. It is believed to be a multidimensional construct, including issues such as content knowledge, or pedagogical knowledge, or teacher personality characteristics and classroom dynamics (Bush, Svinicki, Kim, & Achacoso, 2006; Carnell, 2007) . Although there is no clear definition, teacher effectiveness ratings are often used in studies as a form of formative and summative evaluation of instructors' teaching quality (Ahmadi & Cotton, 1998; Blackhart, Peruche, DeWall, & Joiner, 2006). Classroom observation by trained educators, peer review by colleagues, and student evaluations of teachers often form the basis for criticism of teaching effectiveness. The above methods introduce formative feedback to educators, including several teacher-related issues such as perceived teacher preparation level, enthusiasm, subject knowledge, and presentation skills; the nature of the teacher's interpersonal skills, honesty, and concern for students; and the quality, quantity, and frequency of teacher feedback are the important issues in teacher evaluation and these are the issues that students will criticize at first sight (Feldman, 1989, 1996). As an ongoing and important part of academic life, these evaluations also inform university leaders when decisions related to retention, merit, promotion, and other important decisions will be made; and help students in choosing courses or individual parts of the course...... middle of the document ......teachers' options (Akerlind, 2007; Buskist, 2002; Erdle, Murray, & Rushton, 1985; Lowman, 1984, 1996; Murray, Rushton, & Paunonen, 1990). The teacher's ability to build rapport is revealed in students' sense of classroom community (i.e., the more positive and interactive the student-teacher relationship, the greater the student success). To build and maintain the student-centered quality that is so important for student success, teachers appear to have an open attitude towards their teaching. But what shapes teachers' attitudes and goals for their own teaching? Teachers' mannerisms and their goal orientation toward their teaching influence how teachers maintain course objectives, design classroom activities, and regulate themselves when interacting with students. Using the paradigms of self-efficacy and goal orientation, Kucsera, Roberts,