The paper aims at showing: a) the psychometric properties of the instrument for measuring communication effectiveness of university teachers proposed by Rego (2000); b) how teachers and students value the behaviors included in the instrument; c) how these behaviors can promote the quality in higher education. The sample comprises 131 university teachers and 87 students, who described the behaviors of a former teacher of their choice and evaluated their communication effectiveness. The main findings are as follow: a) the five-factor model (supporting behavior, communication facilitation; pedagogical conscientiousness; courtesy; "just reading of the texts") fits the data better than the four-factor model proposed by Rego; b) the five dimensions explain about 80% of the communication effectiveness score given by individuals to the teachers; c) in spite of some differences between students and teachers, they show convergent points of view about what "a good communicator teacher" means.
communication effectiveness of university teacher; quality in higher education; quality in teaching-learning process
