Assessing university students’ perceptions of teacher care

Tang, Anne L.L.; Tung, Vincent Wing Sun; Walker-Gleaves, Caroline; Rattray, Julie

Abstract

This study aimed to examine university students’ perceptions of teacher care overall and in the three constructs of pedagogical care, holistic care and relational care, to consider their inclusion in quality enhancement models. Quantitative research using self-administrated online survey was conducted with undergraduates in Hong Kong, Macau, Republic of Fiji, Taiwan and the United Kingdom. Based on the descriptive and paired-sample t-test analyses, empirical results have shown that university students perceived teacher care as important. They ascribed the highest importance to relational care, followed by pedagogical care and holistic care. This research advocates recognising the importance of teacher care in university education and integrating it into higher education pedagogy. This article proposes a caring quality mechanism for enhancing teaching quality, to address the inadequacy of the audit-focused quality system.

Citation

Tang, A. L., Tung, V. W. S., Walker-Gleaves, C., & Rattray, J. (2023). Assessing university students’ perceptions of teacher care. Quality in Higher Education, 29(3), https://doi.org/10.1080/13538322.2022.2042894

• Journal Article Type: Article
• Acceptance Date: Feb 8, 2022
• Online Publication Date: Mar 8, 2022
• Publication Date: 2023-09
• Deposit Date: Apr 1, 2022
• Publicly Available Date: Sep 9, 2023
• Journal: Quality in Higher Education
• Print ISSN: 1353-8322
• Electronic ISSN: 1470-1081
• Publisher: Taylor and Francis Group
• Peer Reviewed: Peer Reviewed
• Volume: 29
• Issue: 3
• DOI: https://doi.org/10.1080/13538322.2022.2042894
• Public URL: https://durham-repository.worktribe.com/output/1210404