Presents the results of an expert survey on the importance of criteria for the evaluation of job performance of college teachers in psychology teaching and psychological research. Questionnaire data were obtained in a representative sample of 265 German university teachers working in undergraduate and graduate psychology education. Used was a rather exhaustive list of 117 possible evaluative criteria, which were rated with regard to (a) personal importance and (2) judged importance within the vocational reference group of German psychology college teachers. Combining these ratings,four types of conformity (concious conformity, supposed conformity, supposed deviance, conscious deviance) and three indices of conformity (knowledge of the social norm, subjective conformity, objective conformity) are derived. The results point towards a socially well integrated vocational group with rather high consensus about the high importance of 100 evaluative criteria and a somewhat less importance of 9 criteria. The large majority of the sample knows the social norms with regard to the importance of the criterias and belongs to the type of conscious conformity, indicating rather valid cognitive representations of group-specific personnel evaluation criteria. Results refer to the personal and supposed importance ratings of all evaluative criteria as well as to their dimensionality and the possibility to develop psychometric subscales for the measurement of the importance of different evaluation dimensions in the context of research productivity and teaching quality of psychology college teachers.
