NotesFAQContact Us
Search Tips
Peer reviewed Peer reviewed
PDF on ERIC Download full text
ERIC Number: EJ864327
Record Type: Journal
Publication Date: 2009
Pages: 7
Abstractor: As Provided
Reference Count: 28
ISSN: ISSN-1812-9129
"Did I Just Share Too Much Information?" Results of a National Survey on Faculty Self-Disclosure
Simpson, Kevin
International Journal of Teaching and Learning in Higher Education, v20 n2 p91-97 2009
How widespread is the use of personal self-disclosure by faculty in the college classroom? Employing a national survey of teaching faculty within liberal arts schools and smaller colleges and universities, the incidence of self-reported faculty self-disclosure was investigated. Teachers (n = 430) provided responses reflecting the content and context of self-disclosure in instructional and mentoring roles. Response data revealed few differences in self-reported self-disclosure across several key background characteristics such as teaching discipline, teaching experience, class size, or class level. ANOVAs revealed significant differences on two specific variables: Self-disclosure was less frequently reported by those with the lowest tenure status and more frequently reported to occur during longer class sessions. Implications of these findings for teaching practice and future research are also discussed. (Contains 2 tables and 2 notes.)
International Society for Exploring Teaching and Learning. Web site:
Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education
Audience: Teachers
Language: English
Sponsor: N/A
Authoring Institution: N/A