EXPLORING THE RELATIONSHIP BETWEEN TEACHERS' POLITICAL SKILLS AND CREDIBILITY

Abstract

Objective: This study investigates the significance of the relationship between teachers' political skills and credibility. It aims to present data-driven evidence that enhancing political skills can boost credibility so educational outcomes and student-teacher relationships will strengthen.   Theoretical Framework: The theoretical underpinning of this study is the Source Credibility Theory, which describes the effect of perceived credibility on the source.   Method: This descriptive-correlational study used primary data from 278 hospitality and tourism management students via questionnaires. Pearson R determined the strength and direction of the relationship. Regression analysis modeled the relationship and influence of political skills on credibility.   Results and Discussion: The mean and standard deviation indicated very high political skills and credibility. The correlation test revealed a significant positive relationship between variables. The regression model showed a 74.7% influence of political skills on credibility, with sincerity as the best predictor.   Research Implications: These findings suggest that teacher training should focus on developing political skills and sincerity to enhance credibility and effectiveness. Researchers in this field can explore ways to nurture these traits among educators and evaluate their effect on student outcomes for policymakers to apply across educational contexts.   Originality/Value: This study provides evidence of a significant positive relationship between teachers' political skills and credibility. It highlights the importance of developing political skills and credibility among educators to earn trust. It extends the Source Credibility Theory to the educational domain, providing a foundation for future research in various contexts.