Teacher Caring and Classroom Behavior: Relationships with Student Affect and Perceptions of Teacher Competence and Trustworthiness

Abstract

This study investigated the impact of teacher misbehaviors and caring on students' affect, teacher evaluation, and teacher competence and trustworthiness. After reading hypothetical scenarios of teachers engaging in appropriate (or inappropriate) behaviors and communicating caring (or non-caring), students reported perceptions of teacher competence and trustworthiness and affect. Results of the analysis of variance revealed significant main effects for teacher caring and appropriateness on teacher competence and trustworthiness. Although there were interaction effects, the variance accounted for was minimal. Teacher caring was also positively related to students' affect toward the course and the teacher. This study demonstrates that teachers should maintain appropriate classroom behavior and communicate caring towards students to preserve their credibility and affect in the classroom.

Keywords:

• Student Affect
• Teacher Attributions
• Teacher Caring
• Teacher Credibility
• Teacher Misbehaviors

Notes

Note. Means with the same subscript on the same dependent variable are significantly different at p < .02 (Bonferroni adjustment).

Note. Means with the same subscript on the same dependent variable are significantly different at p < .01.

The 18 caring categories were organized as subcategories under five broad approaches to demonstrating caring: behaviors demonstrating teachers' concern for student performance and/or grades; behaviors demonstrating teachers' concern for their own classroom performance; solicitation of and responses to student questions and feedback; behaviors associated with attempts to build positive interpersonal relationships with students; and the use of nonverbal immediacy behaviors. The 15 non-caring categories were similarly organized as subcategories under five broad approaches to demonstrating non-caring: behaviors demonstrating teachers' lack of concern for student performance and/or grades; behaviors demonstrating teachers' lack of concern for their own classroom performance; behaviors demonstrating lack of concern with student questions and feedback; behaviors associated with discouraging interpersonal relationships with students; and the use of nonverbal non-immediacy behaviors.

Additional information

Notes on contributors

Jason J. Teven

Jason J. Teven (Ed.D., West Virginia University, 1998) is an associate professor at California State University, Fullerton, California, USA