Analysis of Students Perception about Teachers’ Personality in the Academic Achievement

Sadaf Umer Chhapra, Saba Naz, Mehmood Usmani, Adil Mohiuddin

Abstract


Abstract

This study is aimed at exploring the relationship of teacher’s personality as perceived by the students with students’ academic achievement. The major objective of the study is to measure the perceptions of students about five dimensions of their teachers’ personality (i.e. Openness, Extraversion, Agreeableness, Conscientiousness, and Neuroticism) and to identify the relationship between these five dimensions of teacher’s personality and students’ academic achievement at the university level. Data is collected from male and female students of five universities of Karachi with the help of questionnaire design on a Likert scale. As the population frame is not available to the random sampling technique (non-probability method) is used to collect data from 385 respondents. Statistical techniques that are applied for analysis of collected data are descriptive analysis, regression and ANOVA analysis. Findings of the study show that there is a significant relationship between teachers’ personality and student’s academic performance at the university level. Furthermore, all personality traits except Neuroticism creates a positive impact on student’s academic output. This study will help teacher and management to better understand the importance of personality traits and their impact on class management and ultimately on student’s academic performance.

 

Abstrak

Tulisan  ini bertujuan untuk mengeksplorasi hubungan kepribadian guru yang dirasakan oleh siswa dengan prestasi akademik siswa. Tujuan utama penelitian adalah untuk mengukur persepsi siswa tentang lima dimensi kepribadian guru mereka ( yaitu Openness, Extraversion, Agreeableness, Conscientiousness, dan  Neuroticism) dan untuk mengidentifikasi hubungan antara lima dimensi kepribadian guru dan prestasi akademik siswa. di tingkat universitas. Data dikumpulkan dari siswa pria dan wanita dari lima universitas di Karachi dengan bantuan desain kuesioner pada skala likert. Karena kerangka populasi tidak tersedia untuk teknik sampling acak (metode non-probabilitas) digunakan untuk mengumpulkan data dari 385 responden. Teknik statistik yang diterapkan untuk analisis data yang dikumpulkan adalah analisis deskriptif, regresi dan analisis ANOVA. Temuan penelitian menunjukkan bahwa ada hubungan yang signifikan antara kepribadian guru dan kinerja akademik siswa di tingkat universitas. Selain itu, semua ciri kepribadian kecuali Neuroticism menciptakan dampak positif pada output akademik siswa. Penelitian ini membantu guru dan manajemen untuk lebih memahami pentingnya sifat kepribadian dan dampaknya terhadap manajemen kelas dan akhirnya kinerja akademik siswa


Keywords


Teachers’ Personality, Personality Traits, Class Management and Student Academic Performance

Full Text:

PDF

References


Akhter, H., & Lima, K. A. (2015). Consumption Expenditure and Students’ Academic Performance: An Economic Analysis of Public University Students in Bangladesh, International Journal of Multidisciplinary Academic Research, 3 (1), 2309-3218.

Ali, N., Jusoff, Kamaruzaman, Ali, Syukriah, Mokhtar, Najah and Salamt, Azni Syafena Andin. (2009). The Factors Influencing Students’ Performance at Universiti Teknologi MARA Kedah, Malaysia. Canadian Research & Development Center of Sciences and Cultures, 3(4), 81-90

Ali, Shoukat, Zubair Haider, Fahad Munir, Hamid Khan, Awais Ahmed (2013). Factors Contributing to the Students’ Academic Performance.” A Case of Islamia University Sub-Campus”. American Journal of Educational Research, 1(8), 283-289.

Amoah, Anthony, Felix Asmah, George Hughes, Davis Adu Larbi & Godson Ahiabor (2012). Students’ Consumption Determinants and Academic Performance Nexus: A Case Study of Private University Students in Ghana. Developing Country Studies ISSN 2224-607X (Paper) ISSN 2225-0565 (Online), 2(11), 188- 196.

Ashton, P. (1984). Teacher Efficacy: A Motivational Paradigm for Effective Teacher Education. Journal of Teacher Education, 35(5), 28–32.

Ashton, P. (1984). Teacher Efficacy: A Motivational Paradigm for Effective Teacher--Education.

Ashton, P. T. and Webb, R. B. (1986). Making a Difference: Teachers’ Sense of Efficacy and Student Achievement. New York: Longman

Bauch, P. A. (1984). The Impact of Teachers' Instructional Beliefs on Their Teaching: Implications for Research and Practice. Paper presented at the Annual Meeting of the American Educational Research Association, New Orleans, LA, 23-27.

Bertolini, Stremmel, and Thorngren (2012), Student Achievement Factors. South Dakota State University College of Education and Human Sciences Department of Teaching Learning and Leadership.

Bhatnagar, A. & Gupta N. (1999). Guidance and Counseling. Vol. II, New

Delhi: National Council of Education.

Broh, B. A. (2002, January). Linking Extracurricular Programming to Academic Achievement: Who Benefits and Why? Sociology of Education, 75.

Comer, J. P. (1980). School Power: Implications of an intervention project. New York: Free Press.

Connell, J. P., Halpern-Felsher, B. L., Clifford, E., Crichlow, W., & Usinger, P. (1995). Hanging in there: Behavioral, Psychological, and Contextual Factors affecting Whether African-American Adolescents Stay in High School. Journal of Adolescent Research, 10, 41– 63.

Crow, L. D. & Crow A. (1979). Educational Psychology. New Delhi:

Eurasia Publishing House (Pvt). Ltd.

Darling, N., Caldwell, L. L., & Smith, R. (2005). Participation in School-Based Extracurricular Activities and Adolescent Adjustment. Journal of Leisure Research, 37.

Galihar, S. (2006). Understanding the Effect of Extracurricular Involvement. A Research Project Report Presented to the School of Education Indiana University South Bend in Partial Fulfillment of the Requirements for the Degree Master of Education.

Higgins, E. T., & Trope, Y. (1990). Activity engagement theory: Implications of multiple identifiable inputs for intrinsic motivation. In E. T. Higgins & R. M. Sorrentino (Eds.), Handbook of motivation and cognition: Foundations of social behavior, 2, 229-264.

Hijazi, Syed Tahir, and Naqvi, S.M.M Raza (2006), Factors Affecting students performance. A case of Private Colleges Bangladesh e-Journal of Sociology, 3(1)

Hudesman, J.; Avramides, B.; Loveday, C.; Wendell, A. & Griemsmann, R. (1986). Counseling Style: It’s Impact on the Academic Performance of College Students in Special Programs. Journa1 of College Student Personnel. 27(3), 250-254

Hussain Ch. Abid (2006), Effect of Guidance services on study Attitudes, study habits and Academic achievement of secondary school students. Bulletin of Education and Research, 28(1), 35-45.

Jacobsen, R. R. (2000). Differences between traditional and nontraditional students on the Motivated Strategies for Learning Questionnaire. Dissertations Abstracts International, 61(3-A), 879.

Karemera, D. (2003). The Effects of Academic Environment and Background Characteristics on Students' Satisfaction and Performance: The Case of South Carolina State University's School of Business. College Student Journal, 37(2), 298- 11.

Khan, B. (2012). Relationship between Assessment and Students’ Learning. International Journal of Social Sciences and Education, 2(1), 576-588.

Kochkar, S. K. (2000). Methods and Techniques of Teaching. New Delhi: Sterling.

Nisbett, R. E., & Storms, M. D. (1974). Cognitive and Social Determinants of Food Intake. In H. London & R. E. Nisbett (Eds.), Thought and feeling: Cognitive alteration of feeling states. Oxford, England: Aldine.

Noels, K. A. (2001). New Orientations in Language Learning Motivation: Towards a Model of Intrinsic, Extrinsic and Integrative Orientations, In Z. Dornyei, & R. Schmidt (Eds.), Motivation and Second Language Acquisition. Honolulu: University of Hawai’i.

Pearson, P.D. & Johnson, D.D. (1978). Teaching Reading Comprehension. New York: Holt, Rineheart & Winston.

Reddy, P, and Talcott, J. (2006). Predicting University Success in Psychology: Are subject-specific skills important? .

Russell, R. K., & Petrie, T. A. (1992). Academic Adjustment of College Students: Assessment and Counseling. Handbook of Counseling Psychology, 2nd ed., 485-511.

Steinert Y. (2004). Student Perceptions of Effective Small Group Teaching. Medical Education 38(3), 286–293.

Tobias, S., & Hake, R. R. (1988). Professors as Physics Students: What Can They Teach Us? American Journal of Physics, 56(9), 786-794.

Tournaki, N., & Podell, D. (2005). The Impact of Student Characteristics and Teacher Efficacy on Teachers’ Predictions of Student Success. Teaching and Teacher Education, 21, 299-314.

Vallerand, R. J., & Bissonnette, R. (1992). Intrinsic, Extrinsic, and Motivational Styles as Predictors of Behavior: A Prospective Study. Journal of Personality, 60, 599-620.

Vansteenkiste, M., Simons, J., Lens, W., Soenens, B., Matos, L., & Lacante, M. (2004). Less is sometimes more: Goal content matters. Journal of Educational Psychology, 96, 755-764

Young, Ray (1999). The Relationship between college and experience and academic performance among minority student. The International Journal of Educational Management, 199-207.




DOI: https://doi.org/10.15408/tjems.v5i1.7098 Abstract - 0 PDF - 0

Refbacks

  • There are currently no refbacks.




This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International (CC BY-SA 4.0).

TARBIYA: Journal of Education in Muslim Society, p-ISSN: 2356-1416, e-ISSN: 2442-9848

View My Stats