The impact of teacher credibility and student motivation on teaching evaluations

El impacto de la credibilidad docente y la motivación del estudiante en la evaluación de la docencia

Facundo Froment, Universidad de Sevilla
M. Rocío Bohórquez, Universidad de Sevilla
Alfonso Javier García González, Universidad de Sevilla

DOI

10.22550/REP79-3-2021-03

Abstract

The evaluation of teaching performance is a challenge and a necessity for the university community, which confers importance to it as it reflects the quality of the teaching-learning process. Different factors influence the outcomes of the teacher-student relationship, such as teacher credibility or academic motivation. Therefore, the purpose of this study was to predict the results of the evaluation on university teachers based on student perceptions of teacher credibility, mediated by the motivation of university students. 674 students from the University of Seville participated in the study, aged between 18 and 42 years (78.2% women and 21.8% men). The Credibility Scale, the Motivated Strategies for Learning Questionnaire and the Evaluation of University Teaching Questionnaire were all applied. The data obtained were analyzed from a structural equation modeling approach using partial least squares (PLS-SEM) to predict teaching evaluation. The results highlight the direct effect of teacher credibility and motivation on teaching evaluation, as well as the mediating effect of motivation between teacher credibility and teaching evaluation. Through the predictive validity of the model, it is concluded that teaching credibility and the motivation of the university students predict the evaluation of university instructors. The findings relate to prior literature, and future research is proposed to analyse other possible methods for teachers to improve the teaching-learning process. Strategies are provided for teachers to manage their credibility in the teaching context, thus increasing the motivation of their students and improving the evaluations of their teaching.

Please, cite this article as follows: Froment, F., Bohórquez, M. R., García González, A. J. (2021). El impacto de la credibilidad docente y la motivación del estudiante en la evaluación de la docencia | The impact of teacher credibility and student motivation on the evaluation of instruction. Revista Española de Pedagogía, 79 (280), 413-435. 10.22550/REP79-3-2021-03

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Author Biography

Facundo Froment holds an International PhD in Education and is a researcher in the Department of Social Psychology at the University of Seville. His research focuses on students’ perceptions of teachers and their impact on teaching-learning processes. In this sense, he has published several scientific studies on teacher credibility and student academic motivation.

https://orcid.org/0000-0002-2337-3032

Rocío Bohórquez is Assistant Professor in the Department of Social Psychology at the University of Seville. Her research is developed in the field of interpersonal and intergroup relations in performance contexts such as higher education or sport; she has several scientific publications in this area. This research interest has led to several knowledge transfer projects with companies.

https://orcid.org/0000-0001-5021-1197

Alfonso Javier García González is Associate Professor in the Department of Social Psychology. He has obtained numerous awards and research grants that have allowed him to develop research on psychosocial aspects of intergenerational relationships of older people and motivation and expectations of university students in relation to their teachers. He currently teaches Primary Education students on topics related to teachers’ social skills.

https://orcid.org/0000-0002-0839-162X

Citación recomendada | Recommended citation

Froment, F., Bohórquez, M. R. & García González, A. J. (2021). El impacto de la credibilidad docente y la motivación del estudiante en la evaluación de la docencia | The impact of teacher credibility and student motivation on teaching evaluations. Revista Española de Pedagogía, 79 (280), 413-435. 10.22550/REP79-3-2021-03