effects on achievement are high and the reason is that teachers who “The constantly show students they care, and know about the difference and impact they are having on them, are and ‘visible’ welcomed.” Historically, the notion of credibility has received the most significant attention in the academic field of communication. The first person credited with popularising the idea was Dr James McCroskey, an expert in communication studies who carried out research into credibility in the early 1980s when he was chair of the department of communication studies at West Virginia University. Dr McCroskey came up with three variables that were widely agreed to be the key factors of credibility: trust, competence and dynamism. A fourth - immediacy - was added by later studies. In 2000, Dr William Haskins, a professor of speech communication at McKendree University in Illinois, wrote a seminal paper on the subject of teacher credibility at the conscious or unconscious (see panel). “Whether level, a perception of the or student’s teacher’s ethos, speaker’s character, has an important impact on how he or she will react to the teacher and how effective the teacher will be in the he of a classroom,” wrote. “Erosion ethos can teacher’s quickly spell disaster.” A decade on, Dr Haskins is still in no doubt of the vital role of credibility in of credibility is a critical factor in how educational success. “Perception students and teachers connect with he says. each other,” it as the number one or two influence on student “Personally, I would rank learning. in the top 90 per cent of factors because it is really at It’s certainly the core of who we are as educators. I walk into the classroom, all I have going for me is the “When students’ assessment of my credibility. I can have all the latest gadgets and gizmos and techniques, but if the student a jerk, a thinks I’m then I’m jerk.” The first characteristic that a teacher needs to be considered credible is trustworthiness: the pupil must feel the teacher has their best interests at heart and truly cares about their success in class. Teachers who are consistent and fair with classroom discipline, include all pupils in activities, treat all pupils the same and do not embarrass them are
“The effects on achievement are high and the reason is that teachers who constantly show students they care, and know about the difference and impact they are having on them, are ‘visible’ and welcomed.” Historically, the notion of credibility has received the most significant attention in the academic field of communication. The first person credited with popularising the idea was Dr James McCroskey, an expert in communication studies who carried out research into credibility in the early 1980s when he was chair of the department of communication studies at West Virginia University. Dr McCroskey came up with three variables that were widely agreed to be the key factors of credibility: trust, competence and dynamism. A fourth - immediacy - was added by later studies. In 2000, Dr William Haskins, a professor of speech communication at McKendree University in Illinois, wrote a seminal paper on the subject of teacher credibility (see panel). “Whether at the conscious or unconscious level, a student’s perception of the teacher’s ethos, or speaker’s character, has an important impact on how he or she will react to the teacher and how effective the teacher will be in the classroom,” he wrote. “Erosion of a teacher’s ethos can quickly spell disaster.” A decade on, Dr Haskins is still in no doubt of the vital role of credibility in educational success. “Perception of credibility is a critical factor in how students and teachers connect with each other,” he says. “Personally, I would rank it as the number one or two influence on student learning. It’s certainly in the top 90 per cent of factors because it is really at the core of who we are as educators. “When I walk into the classroom, all I have going for me is the students’ assessment of my credibility. I can have all the latest gadgets and gizmos and techniques, but if the student thinks I’m a jerk, then I’m a jerk.” The first characteristic that a teacher needs to be considered credible is trustworthiness: the pupil must feel the teacher has their best interests at heart and truly cares about their success in class. Teachers who are consistent and fair with classroom discipline, include all pupils in activities, treat all pupils the same and do not embarrass them are
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