Abstract:
Traditionally, teacher credibility has been influenced by how others
perceive them. However, exploring teachers’ own perceptions of
their credibility through the observation of learner behaviour may
prove to be meaningful to teacher credibility. The aim of this study
was to explore Intermediate Phase beginner teachers’ perceptions
of their own credibility based on displayed learner behaviour in
their classrooms. This qualitative study was presented through a
case study research design. Eight Intermediate Phase beginner
teachers were purposively selected. The data collection techniques
used were interviews and observations. Semi-structured interviews
and a researcher journal were used as data collection instruments.
The data were analysed using inductive thematic data analysis.
The conceptual framing of this study was underpinned by a
modified theoretical model developed by McCroskey, Valencic and
Richmond (2004). The findings showed that teachers’ perceptions
of their own credibility were fluid as they engaged with various
learners’ behaviour, which was used as a form of feedback during
lessons and this feedback impacted teachers’ reactions and
decisions to classroom situations. Ultimately, teachers’ perceptions
of their own credibility focused on their immediacy, trustworthiness,
competence and dynamism displayed in their practices.
