Faculty Perceptions of How Their Altruistic and Servant Teaching Behaviors Influence Student Learning

Abstract

The purpose of this qualitative exploratory case study was to explore how faculty teaching social sciences in a post-secondary online modality judge or perceive the influence of their altruistic and servant teaching behaviors on student learning. This study analyzed altruism and servant teaching theories and used a qualitative case study method. The study was completed at a four-year university and included participants who had at least three years of online teaching experience. Three research questions framed this study, asking how online social science faculty judge the influence of instructor altruistic and/or servant teaching behaviors on student learning. The study used three instruments to collect data, a questionnaire, one-on-one interviews, and focus group discussions. The coding process identified five themes, which were rapport, barriers, values, success, and response. From these themes, the data was found to be consistent with previous literature, showing that these behaviors can be influential in student learning.