ERIC Number: ED407690
Record Type: Non-Journal
Publication Date: 1996-Nov
Reference Count: N/A
The Relationship of Perceived Teacher Caring with Student Learning and Teacher Evaluation.
Teven, Jason J.; McCroskey, James C.
A study examined the construct of "perceived caring" in the instructional context which is believed to be related to the classical construct of "good will" in Aristotelian rhetorical theory as well as more contemporary social scientific views of "intent toward receiver" in conceptualizations of source credibility. The hypothesis used was that students who perceive their teachers as more caring will (1) evaluate those teachers more positively; (2) evaluate the course content more positively; and (3) report that they have learned more in the course. Subjects were 235 students enrolled in Communication classes at an eastern university. Target teachers were those the participants had in the class they took immediately prior to the class in which data were collected. Data were collected during regularly collected classroom periods approximately 12 weeks into the semester. A 22-item bipolar scale was employed for measurement, including 6-item measures of competence and trustworthiness. Results indicated that support for all three facets of the hypothesis was strong. Findings revealed that student perceptions of caring on the part of their teachers were found to be substantially associated with the students' evaluation of their teachers, their affective learning, and their perceptions of their cognitive learning. Further research to help identify the specific teacher behaviors which communicate caring to students is suggested. (Contains 3 tables of data and 23 references.) (Author/CR)
Publication Type: Reports - Evaluative; Speeches/Meeting Papers
Education Level: N/A
Authoring Institution: N/A