Teacher authenticity in the college classroom: communicative and behavioral expressions of authentic instruction

Abstract

ABSTRACT The purpose of the current investigation is to examine the self-reported messages and behaviors teachers enact to demonstrate their (in)authentic selves to students. Using a thematic analysis of open-ended survey responses from 51 collegiate instructors, results indicate that teachers demonstrate authenticity through openness and a growth mindset. Further, instructors were motivated to be authentic for four reasons: modeling humility, connection, student empowerment, and bringing course concepts to life. Instructors in the study were also asked about inauthentic communication, and revealed three behaviors they enact in this regard: strategic ambiguity, dishonesty, and displays of negative affect. Inauthentic communication was largely employed to maintain professionalism or because the instructor was uncomfortable with authentic communication on a given topic. The analysis also revealed a series of instructor outcomes for both authentic and inauthentic communication with students.