TEACHER CREDIBILITY RESEARCH
for your viewing pleasure
IF you want to look into the research done on teacher credibility, here you go!
THE IMPACT OF TEACHER IMMEDIACY AND MISBEHAVIORS ON TEACHER CREDIBILITY
This research investigated the impact of teacher immediacy and teacher misbehavior on student perceptions of their teachers’ credibility on the dimensions of competence, trustworthiness, and caring (goodwill). While the results of the two studies conducted indicated the presence of strong positive main effects for teacher immediacy and strong negative effects for teacher misbehavior on all three dimensions of credibility (as hypothesized), significant interaction effects were observed between immediacy and misbehavior on all three dimensions of credibility. In most cases when teacher immediacy was low, whether the teacher was in the non-misbehavior or misbehavior condition made no significant difference‐both produced perceptions of low credibility. In contrast, when teacher immediacy was high, teacher misbehavior significantly lowered perceived credibility. Probing of the interaction results suggested that high immediacy tends to soften the negative impact of teacher misbehavior, particularly on the caring dimension. Since behaviors that are likely to be seen as “misbehaviors”; by students are often unavoidable by teachers, it is very important that teachers maintain high immediacy to protect their credibility in the classroom.
TRANSFORMATIONAL LEADERSHIP IN THE CLASSROOM: FOSTERING STUDENT LEARNING, STUDENT PARTICIPATION, AND TEACHER CREDIBILITY
SAN BOLKAN AND ALAN K. GOODBOY
The purpose of this study was to examine the relationships between transformational leadership in college classrooms (i.e., charisma, individualized consideration, intellectual stimulation), student learning outcomes (i.e., cognitive learning, affective learning, state motivation, communication satisfaction), student participation, and student perceptions of instructor credibility (i.e., competence, trustworthiness, goodwill). Participants were 165 students who reported on their instructors’ leadership in addition to their own classroom behavior and learning. Results suggest that all three components of instructional transformational leadership are moderately to strongly associated with all outcome variables. Future research should determine which instructional behaviors communicate transformational leadership in the classroom, across different cultures.