Date of Graduation
2001
Document Type
Thesis
Abstract
This study investigated the relationship between teacher clarity and teacher misbehaviors with students' affect toward the content, the teacher, enrollment with related content, and enrollment with the same teacher, and with students' perceptions of teacher competence, caring, and trustworthiness. Participants completed Chesebro and McCroskey's (1998a) Teacher Clarity Short Inventory (TCSI), Toale, Thweatt, and McCroskey's (2001) Teacher Misbehaviors Scale, Teven and McCroskey's (1997) credibility scale, and four bipolar scales to assess the four components of affective learning. The first hypothesis asserted that teachers who were higher in clarity behaviors would produce more positive outcomes. The second hypothesis stated that teachers who engaged in irresponsibility, derisiveness, and apathy misbehaviors would produce less positive outcomes. Hypothesis one and two were confirmed. The research question sought to discover if there was a significant interaction between teachers who engage in clarity and misbehaviors on the aforementioned outcome variables. The interaction of clarity and misbehaviors had a significant effect on all of the dimensions of the outcome variables except teacher trustworthiness.
Recommended Citation
Toale, Mary Cathryn, "Teacher clarity and teacher misbehaviors: Relationships with students' affective learning and teacher credibility." (2001). Graduate Theses, Dissertations, and Problem Reports. 9904.
https://researchrepository.wvu.edu/etd/9904