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Assessing university students’ perceptions of teacher care

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

Authors

Anne L.L. Tang

Vincent Wing Sun Tung

Caroline Walker-Gleaves



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
Online Publication Date Mar 8, 2022
Publication Date 2023-09
Deposit Date Apr 1, 2022
Publicly Available Date Mar 28, 2024
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

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