NotesFAQContact Us
Search Tips
Peer reviewed Peer reviewed
Direct linkDirect link
ERIC Number: EJ865205
Record Type: Journal
Publication Date: 2009-Oct
Pages: 22
Abstractor: As Provided
Reference Count: 87
ISSN: ISSN-0363-4523
A Meta-Analytical Review of Teacher Credibility and Its Associations with Teacher Behaviors and Student Outcomes
Finn, Amber N.; Schrodt, Paul; Witt, Paul L.; Elledge, Nikki; Jernberg, Kodiane A.; Larson, Lara M.
Communication Education, v58 n4 p516-537 Oct 2009
This meta-analysis reviews the findings of 51 studies (N = 14,378) examining the associations among teacher credibility, teacher behaviors, and student outcomes. When all three dimensions of credibility are considered collectively (i.e., competence, trustworthiness, and caring), the cumulative evidence indicates a moderate, meaningful relationship between teacher credibility and overall outcomes (r=0.448). Similar overall effect sizes were observed for competence (r=0.481), trustworthiness (r=0.477), and caring (r=0.554), though the overall effect size for caring was greater in magnitude than that obtained for credibility measured as a single factor (r=0.294). On average, higher correlations were observed when researchers measured all three dimensions of credibility (r=0.518) than when they only measured competence and character (r=0.256). Collectively, the results highlight the unique contributions of perceived caring to the teacher credibility construct, as well as the meaningful role that teacher credibility plays in facilitating student learning. (Contains 2 tables and 3 notes.)
Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site:
Publication Type: Journal Articles; Reports - Evaluative
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A