![Sample our Humanities journals, sign in here to start your FREE access for 14 days]({"type":"image" , "src" : "/sda/5939/TOC-Subject-Sample-2021-Humanities.jpg"})
Abstract
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=.448). Similar overall effect sizes were observed for competence (r=.481), trustworthiness (r=.477), and caring (r=.554), though the overall effect size for caring was greater in magnitude than that obtained for credibility measured as a single factor (r=.294). On average, higher correlations were observed when researchers measured all three dimensions of credibility (r=.518) than when they only measured competence and character (r=.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.
Notes
1. Teacher evaluation was included in the teacher behaviors/characteristics category because it ultimately varies as a function of teacher behaviors.
2. Of the six studies that reported learning effects, only one reported separate effects for competence, trustworthiness, and caring; one other reported an effect for caring only. The other studies reported single-item credibility effects only, and thus, there was not a sufficient number of studies to meta-analyze the effects of individual dimensions of teacher credibility on student learning.
3. Heyman (1992) was not used in the meta-analysis because results were reported in a manner that prevented the calculation of an effect size.
