The purpose of the present study was to determine if a relationship exists between skilled and novice music teachers’ nonverbal behaviors and their perceived effectiveness and rapport. Participants (N = 108) viewed videotapes of four different choral teachers. Two teachers were proficient and experienced, and two were novice. Participants viewed these teachers in the following counterbalanced settings: (a) an accomplished teacher conducting a fine choral ensemble, (b) a novice teacher conducting a poor choral ensemble, (c) an accomplished teacher conducting a poor choral ensemble, and (d) a novice teacher conducting a fine choral ensemble. In order to determine the effectiveness of the teachers’ nonverbal behaviors, participants observed the teachers under one of four conditions: audio/video, audio-alone, video-alone, and transcript-only of the teaching episodes. Participants wrote observational comments and gave each teacher a numeric rating for rapport and effectiveness. Results of data analysis indicated that the evaluations of rapport and effectiveness were highly related (r = .85). Except for teacher #1 in the transcript-only condition, expert teachers were rated higher than novice teachers. The positive/negative comment ratio was generally reflective of the evaluative score. Both quantitative and qualitative analyses indicate that teachers’ ratings and comments were influenced by the evaluators’ ability to observe the teachers’ nonverbal behaviors under the various conditions, and that the greatest percentage of expert teachers’ comments were related to nonverbal behaviors. In all but the transcript-only condition for one teacher, effective teaching (as determined by previous research using the same stimuli) was evaluated as such.

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