The influence of personality traits of high school teachers on their teacher qualifications

Kalafat, Sezai

doi:10.5961/jhes.2012.050

Cited by 5 publications

(4 citation statements)

References 3 publications

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“…Personality types of the educator do infer preferred teaching methods and styles as well as dimensions of teachers' professional performance (Curtis & Cheng, 2001;Ionescu, 2013). Earlier research, analyzing the association between personality traits and effectiveness in teaching highlighted that extraversion, agreeableness, and conscientiousness traits of personality have a positive correlation with effectiveness of teaching (Kim & MacCann, 2018;Kim et al, 2018;Klassen et al, 2017) whereas traits of neuroticism and openness do not have indicative relationship to teachers' effectiveness (Kalafat, 2012;Othman, 2009). Assertiveness correlates with several professional performance dimensions and extraversion was an affirmative characteristic of teachers (Clayson & Sheffet, 2006;Emmerich et al, 2006;Ionescu, 2013).…”

Section: Literature Review and Hypotheses Developmentmentioning

confidence: 99%

Impact of Personality Traits on Communication Effectiveness of Teachers: Exploring the Mediating Role of Their Communication Style

Dhillon

Kaur

2023

SAGE Open

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Personality traits of teachers are critical to their teaching reflections as well as students learning and satisfaction. However, there is no guiding framework about which personality factors and style of communication are important for teachers’ communication effectiveness during their classroom teaching. The current research studies the impact of personality traits on Communication Effectiveness (CE) of teachers during their classroom teaching and the mediating role of their Communication Style (CS). A sample of 250 teachers from Indian higher education institutions participated in the exploratory study. The study applies PLS-SEM, a theoretical model was proposed and the results point to a total mediating impact of CS on the relationship between personality and CE. The direct effect of the personality traits on communication effectiveness, although positive becomes insignificant, indicating that to a major extent the influence of personality traits on communication effectiveness is explained by the communication style of the teachers. “Conscientiousness” and “Extraversion” personality traits are the most significant personality traits which bring about communication effectiveness in teachers through their “expressive” and “precise” communication styles. Validation of the proposed model will facilitate the teachers to assess their personality traits and identify the most suitable teaching styles which will make their classroom teaching effective thus, enhancing students’ class participation and academic performance.

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Section: Literature Review and Hypotheses Developmentmentioning

confidence: 99%

Impact of Personality Traits on Communication Effectiveness of Teachers: Exploring the Mediating Role of Their Communication Style

Dhillon

Kaur

2023

SAGE Open

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“…Some researchers state that all goodness-of-fit measures are a function of the chi-square and the degrees of freedom (Hox, 2021). Thus, the X^2/df ratio is regarded as the adequacy criterion of the model (Cihangir Çankaya, 2009;Kalafat, 2012). Browne andCudeck (1993), andSörbom (1993) suggest that RMSEA < 0.05 indicates a close fit (Xia & Yang, 2019).…”

Section: Resultsmentioning

confidence: 99%

Artificial Intelligence, AI literacy, Digital literacy, AI literacy scale

ÇELEBİ,

YILMAZ,

DEMİR

et al. 2023

ITALL

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The purpose of this research is to adapt the Artificial Intelligence Literacy Scale (AILS) developed by Wang et al. (2022) into Turkish and study its validity and reliability. The scale aims to measure the artificial intelligence literacy levels of non-expert adults. The research data were gathered from 402 participants, and the researchers did Confirmatory Factor Analysis (CFA) to test the validity of the adapted scale, and to test the reliability, they adopted Cronbach’s alpha technique. The adapted scale consists of 12 items and 4 factors, as is the case in the original version. CFA results indicate that X^2/df =1.82, RMSEA = 0.04, RMR = 0.03, NFI = 0.95, CFI = 0.98, GFI = 0.96 and AGFI = 0.94. Considering CFA results, it is concluded that the adapted scale is a good fit. As for reliability, as far as the factors are concerned, the internal consistency results are 0.72, 0.74, 0.76, and 0.72, respectively. Additionally, α=0.85 for the whole scale. Consideringly, the scale and its factors are adequately reliable, and the adapted scale can be used in Turkish culture.

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“…A study on the relation between personality traits of prospective teachers at teacher education centers revealed that the dominant trait among the teachers is openness that had more relevance than other traits (Arif, et al, 2012). More specifically, Kalafat (2012) suggested a model to investigate the effects of high school teachers' personality on their perceived teaching competencies. He found out that openness and conscientiousness have a positive effect on teaching competencies; however, neuroticism has a negative effect on them.…”

Section: Literature Reviewmentioning

confidence: 99%

Does Personality Influence Pre-service English Teachers' Performance?: A Gender-Based Study in the Yemeni Context

Ezzi¹

2019

JED

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This study mainly investigated whether there is any correlation between the Big Five Personality Traits of pre-service teachers and their performance in Practicums I&II, and attempted to identify the extent to which the personality traits affect pre-service teachers' performance. To fulfill the purpose of the study, a sample of 110 fourth-year student-teachers; 86 females & 24 male, of the English Department, in the Faculty of Education at Hodeidah University, was selected‎. ‎They enrolled in the four-year B.Ed. course. The Big Five Inventory (BFI) originally developed by John & Srivastava (1999) with little modification was distributed among the selected subjects. This inventory comprised of forty-four statements about the big five personality traits that are Extraversion, Agreeableness, Conscientiousness, Neuroticism and Openness. Collected data was analyzed by using simple descriptive and inferential statistical techniques such as mean, Pearson correlation, t-test and f-test. It was found that there is a relationship between the pre-service teachers' performance in Practicums I&II and their personality traits so pre-service teachers' personality DO influence their performance of teaching English. Also, pre-service teachers' personality traits of Extraversion, Agreeableness, and Conscientiousness are nearly same, so no significant difference found among male and females on these three traits. However, significant difference exists among the females and males on the trait of Neuroticism as female student-teacher score higher than males on this trait. Moreover, both male and female pre-service teachers ‎have quite good level of Extraversion and Agreeableness, and similar reasonable level of Conscientiousness ‎and Neuroticism but their level of Openness is a very low. It is recommended that Teacher Personality Development should be a part of teacher education programs and suggest some strategies for development of pre-service teachers’ personality.

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The influence of personality traits of high school teachers on their teacher qualifications

Cited by 5 publications

References 3 publications

Impact of Personality Traits on Communication Effectiveness of Teachers: Exploring the Mediating Role of Their Communication Style

Impact of Personality Traits on Communication Effectiveness of Teachers: Exploring the Mediating Role of Their Communication Style

Artificial Intelligence, AI literacy, Digital literacy, AI literacy scale

Does Personality Influence Pre-service English Teachers' Performance?: A Gender-Based Study in the Yemeni Context

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