Instructor accounts and sincere amends following integrity- and competence-based misbehavior

ABSTRACT

The purpose of this study was to investigate instructor messages following perceived misbehavior, as well as students’ desired communication. Specifically, this study extends literature on accounts and sincere amends into the college classroom. Student descriptions of actual and desired instructor responses suggest that instructors most often disregard misbehaviors, while students most often desire apologies and/or offers of compensation. Students wanted compensation following competence-based misbehaviors and apologies following integrity-based misbehaviors. Competence-based misbehaviors were viewed as less severe than integrity-based misbehaviors and were more likely to be followed by sincere amends. Students were more likely to enroll in future classes with an instructor who utilized sincere amends messages. Practical implications for instructor communication and teacher training are discussed.

KEYWORDS:

• instructor misbehavior
• accounts
• integrity-based violation
• competence-based violation
• misbehavior severity

Notes

1 Categories with an N < 2 were removed to allow for post-hoc analyses, resulting in removal of four misbehaviors: absent, late returning work, time management, technology.

2 Categories with an N < 2 were removed to allow for post-hoc analyses, resulting in the removal of one misbehavior (deviates from the syllabus).