A Meta-Analytical Review of Teacher Credibility and Its Associations with Teacher Behaviors and Student Outcomes

Autor/inn/en	Finn, Amber N.; Schrodt, Paul; Witt, Paul L.; Elledge, Nikki; Jernberg, Kodiane A.; Larson, Lara M.
Titel	A Meta-Analytical Review of Teacher Credibility and Its Associations with Teacher Behaviors and Student Outcomes
Quelle	In: Communication Education, 58 (2009) 4, S.516-537 (22 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0363-4523
Schlagwörter	Meta Analysis; Communication Research; Credibility; Teacher Behavior; Teacher Characteristics; Outcomes of Education; Effect Size; Competence; Caring; Correlation + Suchen Sie Ihr Suchwort? Meta-analysis; Metaanalyse; Kommunikationsforschung; Glaubwürdigkeit; Teacher behaviour; Lehrerverhalten; Lernleistung; Schulerfolg; Kompetenz; Care; Pflege; Sorge; Betreuung; Korrelation
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=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.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10