The dimensions of teacher credibility

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Abstract
A factor analysis investigation was conducted to determine the dimensions of teacher credibility, to assess their stability over time during a school term, and to develop appropriate instruments for measuring these dimensions. The most certain conclusion from this research is that the traditional categories of source credibility should not be employed to delineate experimental treatments or to construct instruments for measuring teacher credibility. The findings indicate a lack of stability in the factor structure of teacher credibility. Judgments about the task‐related skills of the teacher appear to be more important near the beginning of a course; student concerns with the teacher's personality emerge as most significant near the end of a course.