Abstract
The research literature surrounding instructor misbehaviors has been largely influenced by two typologies of misbehaviors. Kearney et al. (1991) introduced the first typology of instructor misbehaviors, which included incompetence, offensiveness, and indolence. Goodboy and Myers (2015) later revisited this initial typology, finding additional misbehaviors that reflected changes in the classroom climate, including antagonism and misbehaviors enacted during lectures. Much of the research on instructor misbehaviors utilizes these typologies, using a framework of interpersonal theories as a means of understanding instructor misbehaviors. In my review of the literature, common theories applied included expectancy violations theory, communication privacy management theory, and attribution theory. Through the application of these theories, instructors have been painted in a negative light. However, I argue that these theories can be applied to misbehaviors to reframe those misbehaviors as an opportunity to enhance the interpersonal climate of the classroom and the student-teacher relationship.
Advisor
Justin J. Rudnick
Committee Member
Kristi Treinen
Date of Degree
2023
Language
english
Document Type
APP
Degree
Master of Science (MS)
Program of Study
Communication Studies
Department
Communication and Media
College
Humanities and Social Sciences
Recommended Citation
Mendoza, J. A. (2023). The application of interpersonal concepts to reframe instructor misbehaviors [Master’s alternative plan paper, Minnesota State University, Mankato]. Cornerstone: A Collection of Scholarly and Creative Works for Minnesota State University, Mankato. https://cornerstone.lib.mnsu.edu/etds/1382/
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