'Being a bus tour guide really helped with rapport building': The relationship of training and prior teaching experience to GTA self-perceived teaching effectiveness (Graduate teaching assistant)

The purpose of this study was to examine the relationship of both graduate teaching assistant (GTA) training and prior teaching experience to GTA self-perceived teaching effectiveness. A questionnaire was developed and sent to three hundred and forty speech communication GTAs from eighty-four speech communication departments employing GTAs working toward a Master's degree. One hundred and ninety-three usable questionnaires were returned from sixty-eight speech departments.; Results from two series of t-tests and a series of MANOVAs indicated that GTA self-perceptions of teaching effectiveness were significantly related to prior-teaching experiences, but not to training. Additionally, GTAs tended to rate themselves as "average" or "better-than-average" at performing thirty-five teaching effectiveness behaviors.