Assessing university students’ perceptions of teacher care

Anne L.L. TANG*, Vincent Wing Sun TUNG, Caroline WALKER-GLEAVES, Julie RATTRAY

*Corresponding author for this work

Research output: Journal PublicationsJournal Article (refereed)peer-review

2 Citations (Scopus)


This study aimed to examine university students’ perceptions of teacher care overall and in the three constructs of pedagogical care, holistic care and relational care, to consider their inclusion in quality enhancement models. Quantitative research using self-administrated online survey was conducted with undergraduates in Hong Kong, Macau, Republic of Fiji, Taiwan and the United Kingdom. Based on the descriptive and paired-sample t-test analyses, empirical results have shown that university students perceived teacher care as important. They ascribed the highest importance to relational care, followed by pedagogical care and holistic care. This research advocates recognising the importance of teacher care in university education and integrating it into higher education pedagogy. This article proposes a caring quality mechanism for enhancing teaching quality, to address the inadequacy of the audit-focused quality system.

Original languageEnglish
JournalQuality in Higher Education
Publication statusE-pub ahead of print - 8 Mar 2022
Externally publishedYes

Bibliographical note

Publisher Copyright:
© 2022 Informa UK Limited, trading as Taylor & Francis Group.


  • higher education
  • holistic care
  • pedagogical care
  • relational care
  • Teacher care
  • university students


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