Assessing university students’ perceptions of teacher care

Anne L.L. Tang, Vincent Wing Sun Tung, Caroline Walker-Gleaves, Julie Rattray

Research output: Journal article publicationJournal articleAcademic researchpeer-review

1 Citation (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 statusAccepted/In press - 2022


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

ASJC Scopus subject areas

  • Education


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