Comparing Teaching Styles and Personality Types of EFL

Instructors
in the Public and Private Sectors
*
Una comparacin de los estilos de enseanza y los tipos de personalidad
de profesores de ingls de los sistemas educativos estatal y privado

Claudio H. !a" Larenas
Universidad Catlica de la Santsima Concepcin, Chile
cdiaz@ucsc.cl
#ndrea $ictoria %odr!gue" &oran
Instituto de Idiomas erlitz, Chile
andrea.rodriguez37@gmail.com
'aren (ocelyn Poblete %ivera
Colegio !"#!$%&', Chile
karenjpr@gmail.com
(his article )as received on *une ++, ,-+-, and accepted on .ecem/er ,0, ,-+-1
(his is an e2ploratory non"e2perimental research study )hose main o/3ective is to
compare the teaching styles of a group of thirty teachers of &nglish )or4ing in either
pu/lic or private secondary education in Chile1 In order to collect the re5uired data, t)o
instruments )ere administered to the participants6 a teaching style inventory and a
personality type inde2 proposed /y 7rasha1 8esults indicate that pu/lic sector
participants sho) a facilitator teaching style and an e2trovert personality type, )hereas
private sector participants reveal a more authoritative teaching style and an introverted
type of personality1
Key words: &nglish teachers, personality types, teaching styles1
&ste estudio e2ploratorio de naturaleza no"e2perimental tiene como o/3etivo principal
comparar los estilos de enseanza de un grupo de treinta profesores de ingls 5ue
tra/a3an en el nivel de enseanza secundario del sistema educativo estatal o privado, en
Chile1 9ara la recoleccin de datos se utilizaron el inventario de estilos de enseanza y el
ndice de tipo de personalidad de 7rasha1 #os resultados indican 5ue los participantes del
nivel de enseanza estatal presentan un estilo de enseanza de naturaleza facilitadora y
un tipo de personalidad e2trovertido, mientras 5ue los participantes del nivel de
enseanza privado revelan un estilo de enseanza m:s autoritario y una personalidad
m:s introvertida1
Palabras clave: estilos de enseanza, profesores de ingls, tipos de personalidad1
Introduction
(he &nglish teaching and learning process is a pedagogical act that involves /oth
teachers and students1 oth students and teachers are uni5ue individuals )ho possess
their o)n )ay of learning and teaching, /ut do pu/lic and private sector &$# teachers
reveal similar teaching styles and personality types; (he point of this research is to find
out )hether the socio"cultural conte2t the participants )or4 in <pu/lic and private=
impacts on their teaching style and their personality type1 (eaching styles, as ro)n
<,-->= states, refer to the enduring preferences )ithin an individual and they vary )ith
each one? therefore, the style a teacher possesses is an essential aspect to /etter
understand the teaching and learning process1 In fact, several studies on the field of
teaching styles point out that more research has to /e done to really unravel the impact
and the conse5uences of a determined teaching style on students and their learning
<&ggen @ %aucha4, +AAB? #ight/o)n @ Spada, +AAA? Cacaro, ,--0=1
Daving said the a/ove, it is then important for educators to have an overvie) of their
o)n teaching styles, particularly of the one that predominates in their o)n teaching
practices1 (o get some insights into this topic might help teachers to /ecome more
a)are of the )ay they teach and to self reflect on their o)n teaching <Cedgyes, +AAE?
9uchta @ 8involucri, ,--F=1
Gne might argue that teachers have a predetermined teaching style regardless of the
educational sector they )or4 in6 pu/lic or private1 Gthers, ho)ever, /elieve that
teachersH teaching styles depend on the social environment they are in1 !s a matter of
fact, teaching styles can /e influenced /y many factors e1g1 personality traits <8ichards @
8enandya, ,--,? 8o/erts, ,--,=1 (hese factors are sometimes so strong that they could
define the )ay a teacher teaches in the classroom1
(hrough a teaching style inventory and a psychological type inde2, this e2ploratory non"
e2perimental study <8uiz, +AAB? Sa/ino, +AAB? Sandn, ,--0= focuses on determining
the pu/lic and private sector participantsH teaching styles and their psychological types1
Theoretical )ac*ground
The Concept of Teaching Style
(eaching style is a concept that has /een studied /y only a fe) authors <o)en @ Car4s,
+AAE? &vans, Dar4ins @ Ioung, ,--J=1 It is for this reason that there is no single
definition1 Do)ever, different authors <7raves, ,---? Khang, ,--J= offer their o)n
definitions in order to clarify and characterize the concept itself1 (a/le + sho)s a
chronology of five definitions of the concept of teaching styles1 (his study used 7rashaHs
<+AAB= definition stated /elo) as the guiding principle1
Table +. .efinitions of teaching styles types
(he a/ovementioned definitions provide a general vie) of ho) these authors define
teaching styles1 !lthough they all have their o)n vie)s, there is a common element that
refers to teachersH /ehaviour and their impact on teaching <Scovel, ,--+=1 (his implies
that teachers have their o)n personal characteristics )hich ma4e them uni5ue?
therefore, the concept of styles emphasises the cognitive and affective dimensions of
teaching that have a strong impact on studentsH )ay of learning1 Sicilia and .elgado
<,--,= point out that to fully understand the concept of teaching style, educators should
focus on )hat teaching style is not6 it is neither a procedure nor a techni5ue1 It is not a
strategy, a resource or a method either, /ut the com/ination of the educatorHs values,
/eliefs, and personality traits, )hich are reflected in ho) teachers /ehave during the
teaching and learning process1
!mong the authors )ho attempt to conceptualize teaching styles, 7rasha <+AAB=
provides a sound definition of the concept, validated instruments and techni5ues for
analyzing teachersH teaching styles1 ecause 7rasha )as the /asis for this study, his
)or4 is further e2amined here1 (hrough his research, he identified five teaching style
categories, sho)n in (a/le ,1
Table ,. .efinition of teaching style types
Personality Traits
(he fact that personality traits involve /oth /ehaviour and psychological characteristics
may provide useful information )hen investigating instructorsH teaching styles1 (he )ay
educators /ehave and their personality )hen facing the teaching and learning process
might influence their teaching style1 9ersonality, /ased on Scharle and Sza/ <,---, p1
>=, is understood as a Ldynamic organization, inside the person, of psychophysical
systems that create a personHs characteristic patterns of /ehaviour, thoughts, and
feelingsL1
$or Milliams and urden <+AAA= personality refers to an individualHs characteristic
patterns of thought, emotion and /ehaviour, together )ith the psychological
mechanisms "hidden or not" /ehind those patterns1 In /rief, it stresses the individualHs
disposition to thin4, feel and act in certain )ays1 (a/le 0 /elo) sho)s the t)o aspects
that this study considered to research into )hat 4ind of personality is characteristic of
the participants1
Table -. 9ersonality types
%esearch &ethodology
(his is an e2ploratory non"e2perimental research study that focuses on the phenomenon
of teaching styles and personality traits /y collecting numerical data that )ere analyzed
using fre5uency statistics <Curray, ,--0?Mil4inson @ irmingham, ,--0=1 (he
researchersH role )as to measure and ta4e care to 4eep the researchers from
HcontaminatingH the data through personal involvement )ith the research su/3ects1
8esearchersH Ho/3ectivityH )as of utmost concern <Sandn, ,--0=1
(his e2ploratory research study aims at comparing the teaching styles of thirty teachers
of &nglish6 +F of them )or4 in the private educational sector and the remaining +F in the
pu/lic educational sector <Certler, ,--A? Citchell @ *olley, ,-->? Cui3s, ,--E=1
%esearch .uestions
Mhat teaching styles and personality types does a group of &$# teachers from the
pu/lic and private sector possess;
Is there any relationship /et)een the participantsH teaching styles and their
personality types;
Participants
(he thirty participants of this research are in"service cooperating teachers of &nglish )ho
)or4 in either the pu/lic educational sector or the private sector1 (his means that these
teachers )or4 closely )ith universities and regularly help university tutors to supervise
student"teachers )ho do their practicum in /oth pu/lic and private high schools1 (hese
participants )ere randomly selected and all of them responded to 7rashaHs teaching
style inventory <+AAB= <see !ppendi2 += and 7rashaHs psychological type inde2 <+AAB=
<see !ppendi2 ,=1 (his sample, of course, does not represent or descri/e the )hole
reality of teachers of &nglish in Chile1 !s for the participantsH ages, it is possi/le to state
that the predominant ages range /et)een ,F and 0- years, as sho)n in $igures + and ,1
Figure +/ !ge range state sector1
Figure ,/ !ge range private sector1
7ender also varies among the participants, depending on the type of school1 In the state
sector, figure 0 sho)s that B>N of the participants are female and 00N of them are
male1 In the private sector, FAN of the participants are female and E+N of them are
male <see $igures 0 and E=1
Figure -/ 7ender in the state sector1
Figure 0/ 7ender in the private sector1
$ariables
(his study identifies and defines the follo)ing varia/les6
(eaching Style6 this is understood as the )ay educators conceptualize teaching
and reflect their /eliefs and assumptions in their o)n classroom performance1
9ersonality (raits6 it is defined as the )ay in )hich people /ehave to)ards other
people or particular situations1
(ype of School6
9rivate Sector School6 it is a school controlled and supported privately1 It does not
receive funding from government sources and parents have to pay for entrance and
tuition1
State or 9u/lic Sector School6 it is a school free of charge for pupils and the government
provides local municipalities )ith funding to support the schools1
Instruments
(he instruments the participants responded to )ere t)o inventories validated /y 7rasha
<+AAB=1 Gne of the instruments used is a psychological type inde2 <see !ppendi2 ,=
)hose purpose is to identify a certain teaching style through personality type1 (he inde2
has got eight columns of +> items each1 9articipants have to select only one mem/er of
each pair1 (he second instrument is a teaching style inventory <see !ppendi2 +=1 (his
instrument has as a main purpose to find out )hich ones of the five teaching styles
predominate in each participant6 e2pert, formal authority, personal, facilitator and
delegator1 It consists of a series of forty items that teachers have to ans)er using a
rating scale1
Procedure
(he participants received the psychological type inde2 and the teaching style inventory
to respond to individually and on their o)n time1 It too4 the researchers appro2imately E
months to get all the instruments /ac4 in order to start analysing the data1
ata #nalysis
(eaching Styles in the State or 9u/lic School Sector
(he more predominant teaching style in the state school sector is H$acilitatorH1 (his
corresponds to 00N of the responses1 Do)ever, it is necessary to mention that the
highest percentage is follo)ed /y the H9ersonal CodelH type )hich corresponds to ,>N1
!s stated /y 7rasha <+AAB=, the H$acilitatorH teaching style is a student"centered
approach? the instructor acts as a facilitator and the responsi/ility to achieve results is
placed on the student <see $igure F=1
Figure 1/ (eaching style in the state sector1
Personality Type in the State or Public School Sector
(he participants )or4ing in the state sector tend to have an H&2trovertH 4ind of
personality type1 !ccording to 7rasha <+AAB=, He2troversionH refers to attitudes and
interests oriented to)ards the e2ternal )orld of actions, people, o/3ects and events1
'evertheless, the t)o percentages o/tained /y participants from the state sector in the
personality type inde2 vary only 0 points1 (herefore, as sho)n in $igure B, F0N of the
participants are e2trovert and E>N of them are introverted teachers1
Figure 2/ 9ersonality type in the state sector1
In order to deeply analyse the results o/tained /y participants from the state school
sector, the most significant results are as follo)s6
(eaching style that predominates6 $acilitator
9ersonality type that predominates6 &2trovert
9articipantsH age range6 ,F"0- years
&2perience as a teacher6 et)een + and F years
9articipantsH gender6 Costly female1
(he most preponderant teaching style in the state educational sector is H$acilitatorH, and
the psychological type is H&2trovertH1 oth characteristics may /e possi/ly due to the
participantsH age range, since they are novice young teachers of &nglish? therefore, this
factor could have determined the outcome of the teaching style inventory and the
psychological type inde21 It is possi/le to infer from the results o/tained in /oth
instruments that there is no apparent relationship /et)een gender types and teaching
styles since male and female participants o/tained roughly similar results, regardless of
the gender type1
&2perience is another factor that could have influenced the outcomes in the state
educational sector /ecause teachers )ith less than five years of e2perience may possi/ly
have a different, more enthusiastic attitude to)ards teaching1 (he results o/tained /y
the state sector school teachers correspond to a student"centered approach in )hich
teacher and student roles are redefined6 the teacher /ecomes a facilitator of learning
instead of a HcontainerH of 4no)ledge, and the students ta4e more responsi/ility for their
o)n learning <#a/oard, ,--0=1 Conse5uently, open"mindedness to)ards teaching could
possi/ly /e related to youth and fe)er years of teaching e2perience, )hich )ould e2plain
such results in the state sector1
Teaching Style in the Private School Sector
(he more predominant teaching style in the private school sector is H$ormal authorityH,
)hich corresponds to EBN of the responses1 (his teaching style is defined /y 7rasha
<+AAB= as an instructor"centered approach )here the instructor is responsi/le for
providing and controlling the flo) of content <see $igure >=1
Figure 3/ (eaching style in the private sector1
Personality Type in the Private Sector
(he participants )or4ing in the private school sector tend to have an HIntrovertedH 4ind of
personality1 !ccording to 7rasha <+AAB=, HintroversionH refers to an inner su/3ective
orientation to)ards life1 !ttitudes and interests are directed to)ards concepts, ideas,
theories, and models of reality <see $igure J=1
Figure 4/ 9ersonality type in the private sector1
In the private school sector the o/tained results are the follo)ing6
(eaching style that predominates6 $ormal !uthority
9ersonality type that predominates6 Introverted
9articipantsH age range6 0B"E- years
&2perience as a teacher6 et)een ++ and +F years
9articipantsH gender6 Costly female1
(he most predominant teaching style in the private educational sector is H$ormal
authorityH, and the psychological type is HIntrovertedH1 (hese t)o characteristics might /e
predominant due to the fact that most of the participants /elonging to the private school
sector are a /it more e2perienced and have /een )or4ing as teachers of &nglish for a
considera/le time1 ased on their age, the undergraduate teacher preparation they
received )as very much teacher"centered, )here the teacherHs role in the classroom )as
central for learning1 (he teacher"centered approach is associated chiefly )ith the
transmission of 4no)ledge1 (eachers in teacher"centered environments focus on
esta/lishing relationships )ith students )ho are anchored in intellectual e2plorations of
selected materials <#a/oard, ,--0=1
(hus, the participantsH age and professional e2perience might have influenced their
teaching style and personality type results1 7ender has no influence on the participantsH
teaching styles since it is possi/le to o/serve that /oth males and females are li4ely to
have the same predominant teaching style1
7ender does not seem to influence personality type in this research study at least1 ased
on the participantsH responses, it is possi/le to affirm that /oth gender types have the
same preponderant psychological type1
()o particular issues that might have a further effect on the results o/tained /y the
state and private sector participants are the su/3ect they teach, in this case &nglish, and
their studentsH grade level6 secondary1 (he fact that an educator teaches a particular
su/3ect someho) determines very much ho) he or she approaches the act of teaching,
ta4ing into account that the su/3ect /eing taught and learned is a foreign language )ith
all the pedagogical implications and challenges that this su/3ect entails1
!ll of the participants also teach &nglish to secondary level students, a fact that, of
course, impacts teachersH lesson planning and classroom practices and re5uires a
repertoire of teaching s4ills that could meet the linguistic, pedagogical and social needs
of secondary level students1
Conclusions
(his section provides a detailed description of the proposed research o/3ectives, )hich
cannot, of course, /e generalized as regards other conte2ts due to the small sample
used in this study1 (he results o/tained from the study indicate that the more
predominant teaching style is H$acilitatorH for the state sector and H$ormal !uthorityH for
the private one1 It is important to mention that /oth styles )ere follo)ed /y the
H9ersonal CodelH type in /oth sectors1 (he study also sho)s that there is a relationship
/et)een the participantsH teaching style and their personality traits, since participants
from the state sector tend to have an H&2trovertH 4ind of personality type )hereas
participants from the private sector have a tendency to)ards the HIntrovertedH 4ind of
personality1 (herefore, personality traits )ould e2ert some influence on the outcome of
individualsH teaching styles1
(he studyHs general o/3ective aims at comparing the teaching styles of a group of thirty
teachers of &nglish )or4ing either in state or private secondary education1 !s mentioned
/efore, participants )or4ing in the state educational sector have a tendency to)ards the
H$acilitatorH teaching style, )hich refers to a student"centered approach1 (eachers from
this sector are thus supposed to /e facilitators and their learners should ta4e
responsi/ility as independent individuals1 Conse5uently, teachers )ho possess this
teaching style )ould foster autonomous learning, initiative, and encourage students to
ma4e decisions /ased on their o)n criteria and thin4ing1 Interestingly enough, this 4ind
of teaching style may )ell /e thought to /e found in a more personalized type of
education that is usually imagined to /e encountered in Chilean private education, )hich
is o/viously controlled and supported /y private funding? hence, of /etter 5uality1
Do)ever, a very significant percentage of the participants from the state sector hold this
teaching style, )hich )ould /e opposed to )hat state &nglish education has /een
regarded in the Chilean conte2t6 of poor 5uality1 In ,--E, (he Chilean Cinistry of
&ducation conducted an &nglish test and t)o surveys on a sample of ++,--- students
from J
th
and +,
th
grades in state, su/sidized and private schools1 (he findings revealed
that B>N of state sector eighth graders sho)ed 3ust an elementary &nglish
comprehension level and +-N sho)ed no comprehension at all <8esultados nacionales
del diagnstico de ingls, ,--E=1
&ven though it )ould /e premature and am/itious to dra) final conclusions /ased on the
administration of t)o instruments on a very small scale, it is necessary to point out that
a student"centered teaching approach in Chile )ould /e more li4ely to occur in an
environment )ith a smaller num/er of learners, in contrast to the reality found in regular
classrooms in the state sector1
9articipants /elonging to the private educational sector, on the other hand, tend to have
a H$ormal !uthorityH teaching style1 (his style refers to an instructor"centered approach1
(eachers from this segment are li4ely to control the flo) of lesson contents1 (his type of
teaching style sets a 4ind of classroom hierarchy /ecause teachers are those )ho
possess 4no)ledge and students learn from them1 &ducators are supposed to provide
positive and negative feed/ac4 and they are in charge of esta/lishing learning goals1 (his
style is also related to the popular,Haccepta/leH and standard )ays to do things in the
Chilean classroom1 Since the H$ormal !uthorityH teaching style is an instructor"centered
approach, it could have /een thought to /e part of a different teaching conte2t1 (he
Chilean private educational sector is /elieved to provide a more personalized 4ind of
education )ith fe)er students in the classroom and many more teaching and learning
resources1 Cost of the participants from the private educational sector possess then the
teaching style that is e2pected to occur in larger classes, )here teachers are forced to
standardise learning styles and contents due to the large num/er of students in the
classroom1
ased on the commonly /elieved assumptions of private and state education in Chile,
one could have /een e2pected to find the H$acilitatorH type in the private sector and the
H$ormal !uthorityH type in the state sector1 Do)ever, this research proved differently1
!s for the personality type, it is possi/le to esta/lish that the one in the state sector is
mainly H&2trovertH1 9eople )ho have this 4ind of personality are generally characterized
as individuals )ho are out)ardly e2pressive, active and )ho easily engage in social
activities1 Considering the predominant personality type in this educational sector, it is
possi/le to state that the fact that this group of participants is younger and has fe)er
years of e2perience might predispose it to /e more active and /ehave in a more
e2trovert )ay1 'onetheless, it is important to mention that the difference in percentage
/et)een the H&2trovertH and HIntrovertedH types is not )ide1 Conse5uently, it could /e
possi/le to esta/lish an e2isting relationship /et)een the predominant participantsH
teaching style of the state sector and their personality type1 Since a H$acilitatorH educator
tends to promote independent and colla/orative learning, encouraging communication
/et)een students, it may /e possi/le to surmise that most of the participants of this
research )ho possess a facilitator teaching style possess the characteristics of an
e2trovert1
Mith regard to the private sector, the more predominant personality type is HIntrovertedH1
Introverted people are generally those )hose motives and actions are directed in)ard1
(hey tend to /e preoccupied /y their o)n thoughts and feelings, minimizing their contact
)ith other people1(he fact that the participants )or4ing in this sector are more
e2perienced than the participants /elonging to the state sector could have resulted in a
formal authority teaching style for the private sector participants1 Since educators )hose
teaching style is H$ormal !uthorityH have a tendency to provide 4no)ledge, concepts and
theories as )ell as to control the flo) of content and individual )or4, the relationship
/et)een their teaching style and personality type seems to /e a result1 (herefore, it
could /e said that teachersH teaching styles /elonging to the private sector might /e
influenced /y their introverted type of personality1
(his e2ploratory study opens a )indo) for further research in the field of teaching styles
and personality traits since the cognitive and affective dimensions of educators impact
the )hole teaching and learning process strongly1 Undou/tedly, for student"centered
teaching to happen, it is necessary to ac4no)ledge the 4ey role that teachers play in the
process of change and innovation in education? it is, therefore, of utmost importance to
continue researching into )hat teachers 4no), thin4 and do a/out teaching1
In /rief, this study has provided some valua/le insights into the role played /y a small
group of Chilean teachers of &nglish )hen teaching the language to their students in a
national sociolinguistic conte2t, )here all governmental policies aim at promoting the use
of communicative"oriented methodologies among teachers )ith the purpose of ma4ing
the population /ilingual /y the year ,-++1 (his has meant the alignment of the Chilean
&nglish curriculum to the &uropean linguistic frame)or4, leading, conse5uently, into the
follo)ing scenario6 elementary level language mastery for J
th
graders and an
intermediate level mastery for +,
th
graders1 $inding ourselves one year a)ay from this
goal, )e consider the tas4 to /e very challenging1
*
(his paper contains results of the research grant entitled $G'.&CI( +-JF0+0 L&l
Sistema de Cognicin .ocente, las !ctuaciones 9edaggicas del 9rofesor de Ingls
Universitario y su Impacto en la &nseanza"!prendiza3e del IdiomaL6
http6OO)))1fondecyt1clOF>JOarticle",J-B,1html1 (he study )as conducted /et)een ,--J
and ,-+-1
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Sa/ino, C1 <+AAB=1 ,l proceso de la invesigaci:n. uenos !ires6 #umen Dumanitas1
P #in4s Q
Sandn, C1 <,--0=1 !nvesigaci:n cualiaiva en educaci:n. 7undamenos y radiciones.
Cadrid6 Cc 7ra) Dill1
P #in4s Q
Scharle, !1, @ Sza/, !1 <,---=1 8earner auonomy. " guide o developing learner
responsibiliy. Cam/ridge6 Cam/ridge University 9ress1
P #in4s Q
Scovel, (1 <,--+=1 8earning new languages. " guide o second language ac4uisiion1
oston6 Deinle and Deinle1
P #in4s Q
Sicilia,!1, @ .elgado, C1 <,--,=1 ,ducaci:n #9sica y esilos de ense;anza. arcelona6
Inde1 9u/licaciones1
P #in4s Q
Mil4inson, .1, @ irmingham, 91 <,--0=1 <sing research insrumens." guide #or
researchers. #ondon6 8outledge $almer1
P #in4s Q
Milliams, C1, @ urden, 81 <+AAA=1 Psicolog9a para pro#esores de idiomas1 Cadrid6
Cam/ridge University 9ress1
P #in4s Q
Khang,#1<,--J=1(eachersHstylesof thin4ing6!ne2ploratory study1 The journal o#
Psychology' (/., 0>"FF1
P #in4s Q
Claudio H. !a" Larenas5 9h. in &ducation and Caster of !rts in #inguistics1 De
teaches &nglish #anguage, .iscourse !nalysis and &$# Cethodology and !ssessment at
Universidad Catlica de la Santsima Concepcin1 De has also researched in the field of
teacher cognition and language assessment1
#ndrea $ictoria %odr!gue" &oran is an &$# teacher at Instituto de Idiomas erlitz in
Concepcin, Chile, and also teaches primary school students1 She graduated from
Universidad Catlica de la Santsima Concepcin1
'aren (ocelyn Poblete %iver is an &$# teacher at Colegio !"#!$%&' in Concepcin,
Chile, and also teaches primary school students1 She graduated from Universidad
Catlica de la Santsima Concepcin1
#ppendi6 +. Psychological Type Inde6 78rasha5 +992:
(he information gathered in this document is going to /e treated as strictly confidential1
Instructions
9lace the edge of a sheet of paper across the t)o columns of items of he psychological
ype inde3. #ay the edge so that you can see only one pair of items at a time1 Select the
mem/er of each pair that is most li4e you1 <.o not try to ma4e an a/solute 3udgment
a/out ho) each item applies to you=1 Select only one mem/er of each pair1


#ppendi6 ,. Teaching Styles Inventory 78rasha5 +992:
8espond to each of the items /elo) in terms of ho) you teach1 If you teach some
courses differently than others, respond in terms only of one specific course1 (ry to
ans)er as honestly and as o/3ectively as you can1 8esist the temptation to respond as
you /elieve you should or ought to thin4 or /ehave, or in terms of )hat you /elieve is
the e2pected or proper thing to do1
%espond to ;uestions belo< by using the follo<ing rating scale/
+ R strongly disagree , R moderately disagree - R undecided 0 R moderately agree 1
R strongly agree