Defining and determining the scope and concept of teaching effectiveness seems to be a challenge for researchers (Roche and Marsh, 2000; Young and Shaw, 1999). It is not possible to limit the definition to a single dimension, trait, behavior, or classroom procedure that fully reflects what it means to be an effective teacher. It is believed to be a multidimensional concept, including issues such as content knowledge or pedagogical knowledge, or teacher personality characteristics and classroom dynamics (Bush, Svinicki, Kim and Achacoso, 2006; In the absence of a clear definition, evaluations of teacher effectiveness are often used in studies as a form of formative and summative evaluation of the quality of instructors' teaching (Ahmadi & Cotton, 1998; Blackhart, Peruche , DeWall and Joiner, 2006). Classroom observation by qualified educators, peer review by colleagues, and student evaluations of teachers often provide the basis for critiques of teaching effectiveness. The above methods introduce formative feedback to educators, including different teacher-related issues such as perceptions of teacher preparation level, enthusiasm, subject knowledge, and presentation skills; the nature of teachers’ interpersonal skills, their fairness and concern for students; and the quality, quantity and frequency of teacher feedback are important issues in teacher evaluation and it is these issues that learners will criticize at first glance (Feldman, 1989, 1996). An ongoing and important part of college life, these evaluations also inform college managers when decisions regarding retention, merit, promotion, and other important decisions will be made; and help students select courses or individual parts of the course...... middle of copy ......teacher eptions (Akerlind, 2007; Buskist, 2002; Erdle, Murray, & Rushton, 1985; Lowman, 1984, 1996; Murray, Rushton and Paunonen, 1990). The teacher's ability to create relationships is revealed in students' sense of belonging to the classroom community (i.e., the more positive and interactive the student-teacher relationship, the greater the student achievement is high). In order to build and maintain this student-centered quality that is so important to student success, teachers appear to have an open attitude toward their own teaching. But what shapes teachers’ attitudes and goals for their own teaching? Teachers' mannerisms and orientations toward the goals of their own teaching affect how teachers maintain course goals, design classroom activities, and regulate themselves when interacting with students. Using the Self-Efficacy and Goal Orientation Paradigms, Kucsera, Roberts,