Teacher communication is sometimes referred to as interface between knowing and teaching. Two major instructional goals include acquisition of knowledge and ability to transfer knowledge learned in one context to new situations. The behavior of teachers can result in positive classroom outcomes because teachers can serve as catalysts who motivate students to achieve cognitive and self-esteem goals associated with an academic environment (Brophy, 1979). Two factors influence a teacher's ability to affect self-concepts of students: (a) credibility and (b) self-esteem. Teacher credibility is formed in the minds of students, and teacher self-esteem is personal and internal (Bassett & Smythe, 1979, p. 179). The credibility construct, when applied to teachers, has been defined by McCroskey, Holdridge, and Toomb (1974) as consisting of five dimensions: character, sociability, composure, extroversion, and competence. The communication discipline has devoted much attention to identifying speaker characteristics associated with credibility (O'Keefe, 1991). These studies, however, have typically focused on public speaking or public figures with whom audience possessed limited, if any, direct contact. Of 99 studies with term credibility in title, only 5 examined ways in which teachers established, maintained, and lost credibility, or effect of teacher credibility on learning (Beatty & Behnke, 1980; Beatty & Zahn 1990; Frymier & Thompson, 1992; McCroskey et al., 1974;
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