“How does Personality of the Teacher Affects the Learnings of the Students”

CHAPTER I

INTRODUCTION

Background of the Study

“If a child can’t learn the way we teach, maybe we should teach the way they

learn” – Ignacio Estrada. Aside from the parents, teachers are the one who is effectively

in the front seat regarding his/her overall performance in school. Right from the start,

parents are the ones who’s accountable to their child but when he/she started to go to

school the teacher will temporarily stand as their second parent. As we all know

teachers are the ones who stands as our role model. A person who motivates and

influence me to strive for greatness and to be the better and the best version of myself.

Being a teacher is not just about teaching, it is also about learning. On this whole

process of teaching, you learn on how to approach your students and in that manner it

will give you some knowledge on how to teach the way they learn. Indeed, being a

teacher is a tremendous responsibility. It requires you to become strong and patient in

order for you to better approach your students. There are many altercations when it

comes to the relationship between teachers and students. However, one idea remains,

the teacher’s primary job is to educate and the student’s primary job is to learn.

As a matter of fact, teachers are one of the most influential person in the

student’s life because they direct the path to the student’s successes in life. Also, they

contributed a lot in the community in light of the fact that without them there would be no

other professions that would exist. Actually, teaching is not just a profession, it is all
about passion. By means of doing what you love, you actually inspire and awaken the

hearts of others.

Teachers display various attitudes in class may it be positive or negative, it

doesn’t matter, they still direct the shape of my life. My performance in school is not

actually the overall performance of my work. There are many factors affecting my

performance in school and that includes the attitude of the teacher. A negative attitude

from the teacher normally lead to failure. Whereas, positive attitude mainly affects the

student’s motivation and the attitude towards school.

The purpose of this research was to learn more about how teacher’s personality

affects the efficacy and student’s academic success in school. This will also test the

effectiveness of those teachers who displayed positive attitude to students and to test if

the negative attitude of the teachers towards the students had a negative effect on their

character development and success.

Statement of the Problem

This study was conducted with the purpose to evaluate the impact of teacher’s

personality on student’s academic performance. In this manner, this study will provide

an emic understanding of education and the dynamics of relationship between teachers

and students. Particularly, this study will answer the following questions:

1. How does the personality of the teachers affect the mind-set of the students?

2. How does this personality affect their mood in school?

Significance of the Study

The ultimate goal of this research was to provide teachers better understanding

on students and contribute to more effective teaching approach. Furthermore, the

outcome of this study would give a valuable benefits to the following:

To the students, it helps them to figure out the story behind all the different attitude that

the teachers are showing. It also helps them to have a clear overview and become

aware of why teachers displayed various attitude.

To the teachers, the idea may be used as a guide on how to genuinely approach

students and it will also help the teachers to have a finer knowledge on how to make

their approach work to a certain situation inside the class.

To the parents, this study provides knowledgeable information that helps them to

understand the child’s situation.

To the future researchers, this study provides additional information regarding this

matter. This study may be used as reference data in conducting new researches.
Scope and Limitation

This study was intended to analyze the impact of the teacher’s personality on the

student’s performance in school and to test the effectiveness of those teachers who

displayed positive or negative attitude to students.

The study was conducted to the Senior High School Students of Magpet National

High School on their second semester of school year 2018-1019.

Theoretical Lens

“What a teacher is, is more important than what he teaches” (Karl Menninger). A

teacher is so much more than the material he or she teaches; he or she is the rock for

his or her students, a role model and someone who understands and takes the time to

care about how each children learns individually and get to begin changing the lives of

the children.

In relation, B.F Skinner who developed the theory of Operant Conditioning – the

idea that behaviour is determined by its consequences, according to this principle,

behaviour that is followed by pleasant consequences is likely to be repeated, and

behaviour followed by unpleasant consequences is less likely to be repeated.

Skinner maintains that personality is broadly described as the characteristic

patterns of thoughts, feelings and behaviours that make a person unique. In plain

English, it is what makes you YOU.

Definition of Terms

To clear out all the confusions you have and for you to easily understand my

study:

Emic – relating to a deep or inward understanding regarding a specific thing

Dynamics – involves the interaction between students and teachers

Rock – gives students a route to building confidence for personality development

Reinforcing – to encourage or to give support to the students

Front seat – the one who stands as our primary source of encouragement and

motivation to pursue in life

Learnings – it involves the students’ personality development, in precise term it

concerns more on the child’s Overall performance in school

Organization of the Study

Chapter I

The introduction to your central research questions and the organization of your

research. In this chapter, the primary goal of this is to provide information regarding a

specific topic. This chapter includes: Background of the Study, Statement of the

Problem, Significance of the Study, Scope and Limitation, Theoretical Lens and

Definition of Terms.
Chapter II

In this chapter, it tackles the Review of Related Literature which provides

evidences and facts to support your study and to make the research more factual and

reliable.

Chapter III

In this chapter, it shows how the research was conducted and how the data was

gathered. This chapter includes, Research Design, Role of the research, Data

Gathering Procedure, Data Source, Data Analysis and Validation of findings.

Chapter IV

In this part, it presents the results of the conducted study. It also shows how

effective your conducted study to your participants, to the teachers, to the parents and

for the future researchers.

Chapter V

In this chapter, the study was being judge by the panellist to test the correctness

of the study and how useful the study is to the participants.

 CHAPTER II

REVIEW OF RELATED LITERATURE

Over the years, educators have asked questions about how people learn. In this

series of articles, the importance of learning styles has been explored from both the

instructors' and students' perspectives. In this third and final article, the correlation

between a student's personality and his preferred learning style is examined and

implications explored for Christian education contexts.

Previous research has indicated that nonverbal teacher behaviors such as

smiling, vocal expressiveness, movement about the classroom, and relaxed body

position are salient low‐inference variables of a process which results in a product of

increased cognitive and affective learning. This study identified a set of verbal teacher

immediacy behaviors which similarly relate to increased student learning. Results

indicated differentiated use of various types of verbal immediacy messages between

small and larger classes, and that the impact of teacher immediacy behaviors (both

verbal and nonverbal) on learning is coincidentally enhanced as class size increases.

The study provides empirical definition of a specific set of low‐inference verbal variables

which, in combination with previously identified nojnverbal variables, clarify a single

process‐product model for effective instructional interaction.

This study investigated teachers' use of humor in relationship to immediacy and

learning. The amount and type of humor recorded by 206 students as observations of

things teachers did to show “a sense of humor” were analyzed and correlated with
overall immediacy and perceived cognitive and affective learning outcomes. The results

indicated that amount and type of humor influenced learning, that students were

particularly aware of tendentious humor, and that an overdependence on tendentious

humor diminished affect. The effects of humor were more pronounced for male students

and male teachers; however, indications of previous research that humor use negatively

influenced evaluations of female teachers and that female teachers' humor was largely

different than male teachers' humor were not supported.

Teachers are loaded important responsibilities in educational process. The

productivity and effectiveness of them are influenced by promotion, charging, job

security, technological level, course load and working schedule which all are determined

mostly by their institutions and influenced by noncognitive characteristics such as age,

gender, family structure and finally influenced by personality types and characteristics,

attitudes and behaviors, social values, competency and other personality characteristics

of teachers. Purpose of this study was to establish the relationship between the level of

job satisfaction of high school teachers and types of personality and to evaluate the

differences of the levels of job satisfaction in accordance with the personality features.

Method: The study covers teachers working in state schools in the central sub province

of Sivas. Total number of the teachers work in 25 high schools at the area was one

thousand and thirty-six. Fifty percent of the schools were included into the sample, and

questionnaire was applied to 482 teachers. Data of the study were obtained from the

questionnaire that determined the socio-demographic characteristics of the teachers,

occupational satisfaction scale that determined their job satisfaction and the personality

scale that determined their personality characteristics. Findings: Thirty-two percent of

the teachers that answered the questionnaire were women and sixty-eight percent were

males. The average score given by the teachers to all the statements in the scale in

general is (O=3.55); and it is seen that teachers are satisfied with their jobs near to an

intermediary level. It is seen that more than half (62%) of the teachers have extrovert

personalities. Proportion of the teachers with introvert personalities within the sample

was 32%. When the differences of points that teachers obtained in the job satisfaction

scale and points obtained for each of the statements included in the scale used to

evaluate their personality characteristics were compared, it was found that their job

satisfaction showed significant differences in terms of characteristics of liking

competence, being ambitious in the social area and occupation, getting angry easily,

and hiding their feelings.

The emphasize of student centered educational topics is usually on the effect of

teachers’ attitudes on students’ academical success with a lack of lifespan

developmental perspective. A teacher with his teaching methods and furthermore with

his attitudes and behaviours, provides his students to gain a mentally healthy

personality and to have a new clear world view by leaving unforgettable traces on them.

This is a prepatory study to uncover how attitudes of teachers affect the personalities

and performances of students. In this sense this study will provide an emic

understanding of education and the dynamics of relationship between teachers and

students beyond the limited areas of classes and courses. Sample group of research

consists of totally 353 students from different departments of Istanbul Kultur University

and Maltepe University. By giving a questionaire the students were asked to give

samples of their primary school, secondary school, high school and university teachers’
positive and negative attitudes and behaviours as well as to tell how it effects their

personality development and performances by giving samples. The most important

findings of the research evidenced that teachers’ positive attitudes have positively

influence students’ personality as well as their life performances. Based on these

findings teachers’ role in lifespan education as beyond a simple knowledge

transformation is discussed.

Past learning environment studies have shown the importance of teacher-student

interpersonal behaviour in determining student learning outcomes. This study provides

a distinctive contribution to learning environment research in that it investigated the

relationship between student and teacher perceptions of teacher-student interpersonal

behaviour using the Questionnaire on Teacher Interaction (QTI) and teacher personality

using the Myers-Briggs Type Indicator (MBTI). A sample of 108 teachers from eight

secondary colleges (Grades 11 and 12) in Tasmania, Australia completed the MBTI and

QTI and the students in one of the classes of each teacher completed the QTI. A

greater positive association was found between teacher personality and self-perception

of student-teacher interpersonal behaviour than between teacher personality and their

students' perceptions. Teacher personality appeared to be consistently associated with

teacher self-perception of being friendly, helpful, giving freedom, responsibility and

opportunity for independent work in class, uncertainty, maintaining a low profile and

being passive. Students' perceptions of their teacher's interpersonal behaviour were

related to the personality of the teacher in regard to how much freedom and

responsibility students thought they were allowed. The relative proportions of the 16
personality types of the MBTI in the sample were determined and the college teachers

were heavily represented by TJ (Thinking-Judging) types of personality (47.5 percent).

Considerable research has been conducted based on the assumption that

teachers’ psychological characteristics are associated with teaching effectiveness.

However, the evidence for this assumption is limited: most research on the topic has

been limited to investigations of the links between teachers’ self-reported characteristics

and other within-teacher, self-reported outcomes. The purpose of this study was to

systematically analyze the research exploring two psychological characteristics (self-

efficacy and personality) and measures of teaching effectiveness (evaluated teaching

performance and student achievement). Analysis of 43 studies representing 9216

participants reveals a significant but small effect size of between overall psychological

characteristics and teaching effectiveness. The strongest effect found was for self-

efficacy on evaluated teaching performance (). Implications for practice and future

research are discussed.

Theories of teaching and learning have long emphasized the important role

teachers play in supporting students’ development in areas beyond their core academic

skill. For example, in their conceptualization of high-quality teaching, Pianta and Hamre

(2009) describe a set of emotional supports and organizational techniques that are

equally important to learners as teachers’ instructional methods. They posit that, by

providing “emotional support and a predictable, consistent, and safe environment” (p.

113), teachers can help students become more self-reliant, motivated to learn, and

willing to take risks. Further, by modeling strong organizational and management

structures, teachers can help build students’ own ability to self-regulate. Content-
specific views of teaching also highlight the importance of teacher behaviors that

develop students’ attitudes and behaviors in ways that may not directly impact test

scores. In mathematics, researchers and professional organizations have advocated for

teaching practices that emphasize critical thinking and problem solving around authentic

tasks (Lampert, 2001; National Council of Teachers of Mathematics [NCTM], 1989,

2014). Others have pointed to teachers’ important role of developing students’ self-

efficacy and decreasing their anxiety in math (Bandura et al., 1996; Usher & Pajares,

2008; Wigfield & Meece, 1988).

We discuss ways in which aspects of academic and social motivation interact to

influence student's academic performance. Research on academic and social

motivational constructs is reviewed, focusing on students' ability and efficacy beliefs,

control beliefs, achievement values, and achievement goal orientations. Relations

between academic and social motivational processes are discussed, as well as how

motivational processes from both domains might interact to influence academic

outcomes. We also discuss motivation from the perspective of contextual factors and

school socialization processes that have the potential to influence student motivation

and subsequent performance. In this regard, teachers' instructional practices and

interpersonal relationships with students are highlighted as potentially powerful factors

influencing student motivation and performance.

In today’s knowledge economy the importance of education has been worldwide

recognized. All developed countries are spending a major part of their budget on

education. Within education system of any country, teachers have vital position, as the

success of educational institutions is mostly dependent on teachers, who educate the

most valued assets of country, ie students; therefore the teachers’ performance is

fundamental concern of all educational institutions. The teachers’ performance is

negatively influenced by different stress contributing factors which either exists within or

outside the educational institution, that impede the performance of teachers, resulting in

lower individual as well as institutional productivity. The present study has carried out a

non-systematic narrative overview of the teachers’ stress, performance and resources

by conceptualizing them for understating the phenomenon of “moderating effect of

teachers’ resources on the teachers’ stress and performance”. It has been found that

the teachers’ stress is a reaction of teachers to the unwanted environment factors

furthermore the performance of teachers is both tasks and non task related. The

teachers’ stress negatively affects the performance of teacher by lowering the

productivity of individual teacher and of educational institution. The teachers’ resources

act as moderator by minimizing negative effects of stress. The educational institutions

should focus on teachers’ problems through understanding teachers’ problems and also

providing proper support to the teachers for dealing problems. On other side the

teachers by themselves should learn to adjust to the demands of teaching profession.

Together teachers, educational institutions and society as whole can ensure the

success and growth of educational institutions for the socio-economic development of a

country.

A style is any pattern we see in a person's way of accomplishing a particular type

of task. The" task" of interest in the present context is education-learning and

remembering in school and transferring what is learned to the world outside of school.

Teachers are expressing some sort of awareness of style when they observe a
particular action taken by a particular student and then say something like:" This doesn't

surprise me! That's just the way he is." Observation of a single action cannot reveal a

style. One's impres sion of a person's style is abstracted from multiple experiences of

the person under similar circumstances. In education, if we understand the styles of

individual students, we can often anticipate their perceptions and subsequent behaviors,

anticipate their misunderstandings, take ad vantage of their strengths, and avoid (or

correct) their weaknesses. These are some of the goals of the present text. In the first

chapter, I present an overview of the terminology and research methods used by

various authors of the text. Although they differ a bit with regard to meanings ascribed to

certain terms or with regard to conclusions drawn from certain types of data, there is

none theless considerable agreement, especially when one realizes that they represent

three different continents and five different nationalities.

Attitudes and beliefs are important concepts in understanding teachers' thought

processes, classroom practices, change, and learning to teach. While attitudes received

considerable attention in teaching and teacher education research between the early

1950's through the early 1970's, teacher beliefs only recently gained prominence in the

literature. Summaries of the research suggest that both attitudes and beliefs drive

classroom actions and influence the teacher change process (Nespor, 1987; Pajares,

1992; Peck & Tucker, 1973; Richardson, 1994-b). Teacher attitudes and beliefs,

therefore, are important considerations in understanding classroom practices and

conducting teacher education designed to help prospective and inservice teachers

develop their thinking and practices. In such change programs, beliefs and attitudes of
incoming preservice students and inservice teachers strongly affect what and how they

learn and are also targets of change within the process.

This chapter examines two roles of beliefs and attitudes in the education of

teachers: (a) as facets of individual preservice and inservice teachers that affect the

way they process new information, react to the possibilities of change, and teach; and

(b) as the focus of change in teacher education programs. Thus, I examine the ways

preservice students' and teachers' beliefs influence their learning to teach and look at

teacher education programs that are designed to change beliefs and attitudes. I would

like to acknowledge a number of summaries of the research that precede this volume

and were helpful in developing the framework for this chapter. They include: the

learning to teach chapters of Feiman-Nemser (1983), Carter (1990), and Borko and

Putnam (in press); the teacher thinking chapter by Clark and Peterson (1986); a chapter

on the culture of teaching and its effects on learning to teach by Feiman-Nemser and

Floden (1986); teacher beliefs summaries by Nespor (1987) and Pajares (1992); the

socialization of teaching chapters by Zeichner and Gore (1990), and Brookhart and

Freeman (1992); and a chapter on teacher knowledge by Fenstermacher (1994). These

summaries and analyses of the literature suggest that while research on learning to

teach is relatively new in the teaching and teacher education literature, it has spawned a

growing body of sophisticated conceptual and empirical studies that are influencing

thinking and practice in teacher education.

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 CHAPTER III

METHODOLOGY

Research Design

This study is a Phenomenology type of Qualitative Research which made use of

B.F Skinner’s theory of Operant Conditioning. This research is expected to be

generalized to the Grade 11 Students of Magpet National High School. In other words,

the participants were being assessed with their opinions precisely on the different types

of teachers who displayed various attitudes.

Role of the Researcher

I, myself as a researcher served as the spokesperson in behalf of others from

ensuring that all the details are timely and relevant and distinguish the issues and

concerns to focus on. The choice of Theoretical Lens to employ and the formulation of

the title, “How does Personality of the Teacher Affects the Learnings of the Students”

was done with consideration to those students who has difficulty in advancing in class.

Moreover, I focused on the use of effective teaching approach by formulating possible

factors regarding to this matter.

Data Gathering Procedure

During the gathering of the data, I ask an authorization from the principal and to

the teachers to conduct a survey on selected students of Magpet National High School

from Grade 11. After I ask an authorization, I was able to find 20 students that would

greatly suit in my study. Then after I select 20 participants, I was able to give them a

survey questionnaire to be answered on their vacant time only. The survey was

administered by myself. After the survey have finished, I gave credits to the selected

participants for their participation of the study. The survey questionnaires design

including the questions are made by myself. After I gathered all the information and data

that are needed I would be analyzing the data.

Data Source

Primary data were gathered from the selected Grade 11 Students in Magpet

National High School and their experiences in regards to the diverse personality of the

teachers. The data gathered would undergo information processing whether the

information gathered were fair and relevant to both sides. The experiences of each

participants would be a great help in figuring out what really the factors influencing the

student’s ability to learn in a particular instructional framework. To unveil the different

factors affecting the performance of a student in class, the data presented were

categorized by their experiences.

Data Analysis

After the data have been gathered, they were scrutinized with the use of B.F

Skinner’s Theory of Operant Conditioning. Using his theory the differences and

similarities between the different participants were revealed, allowing me to analyzed all

the gathered data and come up with a conclusion concerning this kind of issue. Then

finally, I was able to let others read it as well as to analyzed the accumulated data.

Validation of Findings

To validate the accuracy of findings. In ensuring the validity of the information the

data were being check by our adviser. The adviser will examine whether the data

gathered were fair and off from biases. Allowing the adviser to validate for measurement

of student academic progress from year to year. The adviser is wanting to learn more

about the different opinions from different participants. The researcher will let the

adviser who’s in experience in doing researches to guarantee that the responses are

factual and legitimate.