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As academics, we each hold a deep working knowledge of our respective fields. We aim to act ethically and approach problems informed from as many aspects as possible. We are subject-matter experts. This is what makes us credible within each of our fields and why we are considered qualified to teach our subjects at a post-secondary level. However, while these qualities are respected by other academics, they may not be what students look for in their instructor.
To students, the credible instructor exhibits three characteristics: they are competent, they are trustworthy, and they show goodwill toward their students (McCroskey & Teven, 1999; Myers & Martin, 2017). It is true, students expect their instructors to be subject matter experts (competent) - but they also expect their instructors to act fairly and justly to all students (trustworthy), and to show concern for their students' welfare (showing goodwill). When instructors are perceived as credible, that is they fulfill all three of these requirements, research has shown that students indicate improvement in their learning and motivation of the courses taught by these instructors (Finn & Ledbetter, 2014; Johnson & Miller, 2002; Russ, Simonds, & Hunt, 2002). If this credibility impacts student (and instructor) success, how can we ensure instructors meet these three characteristics?
The first characteristic, competence, is, arguably, the easiest for most of us to achieve. We have been hired to teach as subject-matter experts. This does not mean that we know the answers to every question we might be asked but that we are able to showcase what it means to know in our respective fields. We are able to take complex ideas and break them into simpler components for our students to learn. Take the time to show your students how you (as an expert in your field) approach a problem, learn new information, or justify your argument so that they can model these approaches. You are already an expert in this field; be confident in your competence.
The second characteristic, trustworthiness, requires a bit more effort but is vital to the success of any classroom. If students perceive their instructors as being unfair or unjust, they may disengage from class, dissent authority, or even become verbally aggressive (Chory, Horan, & Houser, 2017). Two aspects of fairness that Chory (2007) found to impact instructor credibility were instructors' fairness in course grades and fairness in procedures (such as scheduling and policies). Be fair to all students in course grading policies. Establish and maintain consistent grading policies; analytic rubrics can provide an objective format for instructors to grade assessments. Also, maintain consistent policies in your course; if you let one student consistently submit late (without good reason), other students may resent the "special treatment" that person receives. The trustworthy teacher is fair, ethical, and holds students to appropriate standards in their course.
Finally, to show your students goodwill, it is important instructors are empathetic, understanding, and responsive to students' needs. This characteristic is more nuanced than the other two and students will often perceive instructors' capability in the area of goodwill through small and daily interactions. For example, do you take the time to thoughtfully respond to students' emails in a timely fashion? Do students feel comfortable coming to talk to you? Are you available to students beyond lecture time? Do students see you as approachable? This characteristic can be difficult for many instructors (who live in such a demanding world) to master. As an instructor, we are both mentor and assessor to these students and this can be a difficult line to walk. However, being responsive to students (along with being fair, just, and a subject-matter expert) can greatly increase your credibility in their eyes.
Ellen Watson, M.Ed., Ph.D.(c) - Educational Developer, CTL
Ellen is an Educational Developer with the Centre for Teaching and Learning, and a doctoral candidate in the Faculty of Education. She holds a particular interest in educational research and has recently focused on metacognition, science education, problem-based learning, action research, teacher beliefs, and teacher concerns. She received a 2016-2017 graduate teaching award for her work teaching undergraduate students in the Department of Secondary Education.
Works Cited
Chory, R. (2007). Enhancing student perceptions of fairness: The relationship between instructor credibility and classroom justice. Communication Education, 56, 89-105.
Chory, R., Horan, S., & Houser, M. (2017). Justice in the higher education classroom: Students' perceptions of unfairness and responses to instructors. Innovation in Higher Education, 42(4), 321-336.
Finn, A., & Ledbetter, A. (2014). Teacher verbal aggressiveness and credibility mediate the relationship between teacher technology policies and perceived student learning. Communication Education, 63, 210-234.
Johnson, S., & Miller, A. (2002). A cross-cultural study of immediacy, credibility, and learning in the U.S. and Kenya. Communication Education, 51, 280-292.
McCroskey, J., & teven, J. (1999). Goodwill: A reexamination of the construct and its measurement. Communication Monographs, 66, 90-103.
Myers, S., & Martin, M. (2017). Instructor credibility. In Houser, M. & Hosek, A. (Eds.). Handbook of instructional communication: Rhetorical and relational perspectives (pp. 38-50). New York, NY: Pearson.
Russ, T., Simonds, C., & Hunt, S. (2002). Coming out of the classroom… An occupational hazard?: The influence of sexual orientation on teacher credibility and perceived learning. Communication Education, 51, 311-324.