Teacher Interpersonal Communication Abilities in the Classroom with Regard to Perceived Classroom Justice and Teacher Credibility

  • Hadrian LankiewiczEmail author
Part of the Second Language Learning and Teaching book series (SLLT)


The aim of this paper is to present theoretical foundations pertaining to interpersonal communication as well as to expound its role in defining teacher competence and evaluating teacher classroom performance. Furthermore, interpersonal skills are related to the concept of perceived teacher credibility and classroom justice as constituting the basis for the evaluation of teacher effectiveness in the classroom. The overall working hypothesis is that teacher evaluation pertains basically to the perception of his/her interpersonal communication skills. Both of the key concepts of teacher credibility and classroom justice rest firmly on these skills. Hence, their applicability in the verification process of teacher evaluation may shed additional light on the overall perception of teacher communicative abilities. As a result, the juxtaposition of the administrative teacher evaluation with the one based on the above-mentioned concepts corroborates the principal hypothesis.


Procedural Justice Distributive Justice Teacher Evaluation Interpersonal Communication Ranking List 
These keywords were added by machine and not by the authors. This process is experimental and the keywords may be updated as the learning algorithm improves.


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Copyright information

© Springer International Publishing Switzerland 2014

Authors and Affiliations

  1. 1.Department of Scandinavian Studies and Applied LinguisticsUniversity of GdańskGdanskPoland

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