ARTICLE

PERSONALITY OF STUDENTS THE ROLE OF PAKISTANI TEACHERS

  1. HOME
  2. ARTICLE

36 Pages : 278-285

http://dx.doi.org/10.31703/gssr.2019(IV-IV).36      10.31703/gssr.2019(IV-IV).36      Published : Dec 2019

Personality of Students: The Role of Pakistani Teachers

Abstract

    This research investigated the impact of four features of teachers behavior viz. teachers support, facilities provision, security in classroom, and motivation of teachers on five aspects namely agreeableness, extraversion, conscientiousness, neuroticism, and openness personality traits of the students. The technique of Stratified random sampling was used for the selection of 1438 students from a population of 10 graders of the Hazara Division. The questionnaires, for teachers behavior and for exploring the Big Five personality of the students, were used for gathering data from the students. For analysis, Mean (M), standard deviation (S. D), and multiple regression analysis were used. Results showed that Teachers support negatively predicts the agreeableness trait of personality, Provision of facilities positively predicts extraversion factor of personality. Classroom security positively predicts the extraversion, conscientiousness, agreeableness, and openness factors of personality. Teachers motivation positively predicts extraversion, and conscientiousness factor of personality and negatively predicts neuroticism factor of personality.

    (1) Syed Afzal Shah
    Assistant Professor,Department of Education,University of Haripur, Punjab, Pakistan.
    (2) Bibi Asia Naz
    Assistant Professor, Department of Education,Hazara University, Mansehra, KP, Pakistan.
    (3) Javed Iqbal
    Assistant Professor, Department of Education,Hazara University, Mansehra, KP, Pakistan.
Fulltext PDF

References

  • Aldridge, J. M., Fraser, B. J., & Huang, T. C. I. (1999). Investigating classroom environments in Taiwan and Australia with multiple research methods. The Journal of Educational Research, 93(1), 48-62.
  • Bandura, A., Barbaranelli, C., Caprara, G. V., & Pastorelli, C. (1996). Multifaceted impact of self‐efficacy beliefs on academic functioning. Child Development, 67(3), 1206-1222.
  • Barrick, M. R., & Mount, M. K. (1991). The big five personality dimensions and job performance: a meta‐ analysis. Personnel Psychology, 44(1), 1-26.
  • Bastian, K. C., McCord, D. M., Marks, J. T., & Carpenter, D. (2015). Do personality traits impact beginning teacher performance and persistence. Chapel Hill, NC: University of North Carolina.
  • Chan, S. (2003). Influence of instructors' and students' personalities on student ratings of teaching effectiveness (Doctoral dissertation, University of Texas at Arlington).
  • Cheng, A., and Zamarro, G. (2016). Measuring Teacher Conscientiousness and its Impact on Students: Insight from the Measures of Effective Teaching Longitudinal Database. EDRE Working Paper No. 2016-05
  • Chetty, R., Friedman, J. N., & Rockoff, J. E. (2014). Measuring the impacts of teachers: Evaluating bias in teacher value-added estimates. American Economic Review, 104(9), 2593-2632.
  • Chiang, G. C. (1991). Student Ratings of Teachers, Teacher Psychological Type, and Teacher Classroom Behaviour: An Exploratory Study in Gifted Education (UMI No. 9128966). Doctoral dissertation, Northwestern University, Evanston, IL.
  • Chu, C. (2003). A Study of the Relationship Between Personality Traits and Teaching Effectiveness of Teachers in Reward and Non-Reward Kindergartens in Taiwan (UMI No. 3103355). Doctoral dissertation, Spalding University, Louisville, KY
  • Costa, P. T., & McCrae, R. R. (2006). Revised NEO Personality Inventory (NEO PI-R): Manual. Hogrefe
  • Goldberg, L. R. (1999). A broad-bandwidth, public domain, personality inventory measuring the lower-level facets of several five-factor models. Personality psychology in Europe, 7(1), 7-28..
  • Jamil, F. M., Downer, J. T., & Pianta, R. C. (2012). Association of pre-service teachers' performance, personality, and beliefs with teacher self-efficacy at program completion. Teacher Education Quarterly, 39(4), 119- 138.
  • Job, A. P. (2004). The relationship between personality, occupation and student evaluations of teaching effectiveness of adjunct faculty (Doctoral dissertation, Portland State University).
  • Lee, S. S., Fraser, B. J., & Fisher, D. L. (2003). Teacher-student interactions in Korean high school science classrooms. International Journal of Science and Mathematics Education, 1(1), 67-85.
  • Longobardi, C., Prino, L. E., Marengo, D., & Settanni, M. (2016). Student-teacher relationships as a protective factor for school adjustment during the transition from middle to high school. Frontiers in psychology, 7, 1988.
  • Malecki, C. K., & Demaray, M. K. (2002). Measuring perceived social support: Development of the child and adolescent social support scale (CASSS). Psychology in the Schools, 39(1), 1-18.
  • Malecki, C. K., & Elliott, S. N. (1999). Adolescents' ratings of perceived social support and its importance: Validation of the Student Social Support Scale. Psychology in the Schools, 36(6), 473-483.
  • McGowen, R.S (2007) The impact of school facilities on students achievement, attendance, behaviour, completion rate, and teacher turnover rate in selected schools. United State -Texas.
  • McGrath, B. (2009). School disengagement and 'structural options' Narrative illustrations on an analytical approach. Young, 17(1), 81-101.
  • Miller, A., Ferguson, E., & Byrne, I. (2000). Pupils' causal attributions for difficult classroom behaviour. British Journal of Educational Psychology, 70(1), 85-96.
  • Moffitt, T. E., Arseneault, L., Belsky, D., Dickson, N., Hancox, R. J., Harrington, H., ... & Sears, M. R. (2011). A gradient of childhood self-control predicts health, wealth, and public safety. Proceedings of the National Academy of Sciences, 108(7), 2693-2698.
  • Moos, R. H., & Moos, B. S. (1981). Manual for the family environment scale. Palo Alto, Calif.: Consulting Psychologists Press, 50, 33-56.
  • Oldenburg, B., van Duijn, M., Sentse, M., Huitsing, G., van der Ploeg, R., Salmivalli, C., & Veenstra, R. (2015). Teacher characteristics and peer victimization in elementary schools: A classroom-level perspective. Journal of Abnormal Child Psychology, 43(1), 33-44.
  • Pianta, R. C., & Hamre, B. K. (2009). Conceptualization, measurement, and improvement of classroom processes: Standardized observation can leverage capacity. Educational researcher, 38(2), 109-119.
  • Ryan, A. M., & Patrick, H. (2001). The classroom social environment and changes in adolescents' motivation and engagement during middle school. American Educational Research Journal, 38(2), 437-460.
  • Sivan, A., Chan, D. W., & Kwan, Y. W. (2014). Psychometric Evaluation of the Chinese Version of the Questionnaire on Teacher Interaction (C'QTI) in Hong Kong. Psychological reports, 114(3), 823-842.
  • Skinner, E. A., & Belmont, M. J. (1993). Motivation in the classroom: Reciprocal effects of teacher behavior and student engagement across the school year. Journal of educational psychology, 85(4), 571.
  • Skinner, E., Furrer, C., Marchand, G., & Kindermann, T. (2008). Engagement and disaffection in the classroom: Part of a larger motivational dynamic?. Journal of educational psychology, 100(4), 765.
  • Srivastava, G. N., & Bhargava, A. (1984). Personality factors and teaching effectiveness of science pupilteachers. Journal of Education Research and Extension, 21(2), 103-11.
  • Stewart, L. J., Palmer, S., Wilkin, H., & Kerrin, M. (2008). The influence of character: Does personality impact coaching success?. International Journal of Evidence Based Coaching & Mentoring, 6(1).
  • Tardy, C. H. (1985). Social support measurement. American journal of community psychology, 13(2), 187-202.
  • Usher, E. L., & Pajares, F. (2008). Sources of self-efficacy in school: Critical review of the literature and future directions. Review of educational research, 78(4), 751-796.
  • Wang, M. T., Brinkworth, M., & Eccles, J. (2013). Moderating effects of teacher-student relationship in adolescent trajectories of emotional and behavioral adjustment. Developmental psychology, 49(4), 690.
  • Wellborn, J. G., & Connell, J. P. (1987). Manual for the Rochester assessment package for schools. Rochester, NY: University of Rochester.
  • Wentzel, K. R. (1994). Relations of social goal pursuit to social acceptance, classroom behavior, and perceived social support. Journal of Educational Psychology, 86, 173-182.

Cite this article

APA

CHICAGO

    CHICAGO : Shah, Syed Afzal, Bibi Asia Naz, and Javed Iqbal. 2019. "Personality of Students: The Role of Pakistani Teachers." Global Social Sciences Review, IV (IV): 278-285 doi: 10.31703/gssr.2019(IV-IV).36

HARVARD

    HARVARD : SHAH, S. A., NAZ, B. A. & IQBAL, J. 2019. Personality of Students: The Role of Pakistani Teachers. Global Social Sciences Review, IV, 278-285.

MHRA

    MHRA : Shah, Syed Afzal, Bibi Asia Naz, and Javed Iqbal. 2019. "Personality of Students: The Role of Pakistani Teachers." Global Social Sciences Review, IV: 278-285

MLA

    MLA : Shah, Syed Afzal, Bibi Asia Naz, and Javed Iqbal. "Personality of Students: The Role of Pakistani Teachers." Global Social Sciences Review, IV.IV (2019): 278-285 Print.

OXFORD

    OXFORD : Shah, Syed Afzal, Naz, Bibi Asia, and Iqbal, Javed (2019), "Personality of Students: The Role of Pakistani Teachers", Global Social Sciences Review, IV (IV), 278-285

TURABIAN

    TURABIAN : Shah, Syed Afzal, Bibi Asia Naz, and Javed Iqbal. "Personality of Students: The Role of Pakistani Teachers." Global Social Sciences Review IV, no. IV (2019): 278-285. https://doi.org/10.31703/gssr.2019(IV-IV).36