Students’ Perceptions of a Teacher’s Subject Competence and Interpersonal Classroom Climate in Higher Education: A Correlational Study

The aim of this study was to investigate students’ perceptions of a teacher’s subject competence and interpersonal classroom climate in higher education. The results showed that students had positive perceptions on both dimensions. The correlation and regression analyses results showed that there was a strong positive statistical association between perceived subject competence and perceived interpersonal classroom climate. This indicates that students who perceive a teacher as knowledgeable, clear and academically competent are also likely to perceive that same teacher as supportive and effective in maintaining a positive classroom environment. As the study is based on cross-sectional perception data, the results should be interpreted as evidence of association, not causation. The study reveals the significance of both academic competence and interpersonal classroom practice in teacher effectiveness in higher education.

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