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Personality traits of a music teacher  [PDF]
Bogunovi? Blanka D.
Zbornik Instituta za Pedago?ka Istra?ivanja , 2006, DOI: 10.2298/zipi0601247b
Abstract: In the context of individual musical instrument teaching, pedagogical abilities of a music teacher and the atmosphere he creates, result from his personality traits and can be of crucial importance for the initial and further progress of his students. The paper seeks to: describe the personality of a music instrument teacher, determine the differences in comparison to a group of non-musicians, and determine the position of personal characteristics in the structure of general and professional teacher profile. The sample comprised 60 individuals, teaching various musical instruments in five primary music schools. The research method is explorative and based on the use of the five-factor personality model (NEO PI-R was administered). The findings show that music teachers display a higher level of: openness, agreeableness and conscientiousness. The degree of congruence with the findings of other research is discussed and certain similarities were found, as well as differences stemming from professional and cultural specificities. Differences are proved to exist in relation to gender, musical instrument, working experience, degree of musical education and active public performance. Compared to non-musical population, it is confirmed that teachers of instrument in musical education represent a distinctive group. There are also differences between teachers who are oriented to pedagogic work only and those who, in addition, actively perform in public. Selection of teachers, according to characteristics which may be connected to students’ accomplishment, is a practical implication relevant for the music education.
HEXACO Model of Personality Traits and Beliefs about Diversity in Pre-Service Teachers  [cached]
Arslan Rafi,Sharjeel Saqib Abuzar Mahdi Jafri,Zeeshan Ashraf,Inamullah
Asian Journal of Business Management , 2012,
Abstract: The objective of this study is to check all six traits of the HEXACO personality inventory with beliefs about diversity in a sample of pre-service teacher. This study states` that personality traits of honesty, Emotional stability, extraversion, agreeableness, conscientiousness and openness to experience have positive influence on the diversity believes of the pre-service teachers and will also be influential on the academic performance of them. Thus, focusing and incorporating tailored policies, trainings and courses for the preservice teachers will be beneficial for them as well be more productive for the academia and will also curtail the adverse affects of the negative diversity beliefs. Policy makers, trainers and course designers should mend their respective expertise in accordance. Furthermore, be considerate regarding personality traits and their influences on the mentoring and post performance of the pre-service teachers.
Discovering Iranian EFL Teachers’ Personality Traits Through Their Conceptions of Effective Teaching
Hossein Khodabakhshzadeh,Majid Elahi Shirvan
Canadian Social Science , 2011, DOI: 10.3968/j.css.1923669720110704.051
Abstract: This study aims to discover the personality traits of a small group of Iranian expert and novice EFL teachers’ within their conceptions of effective teaching and their actual teaching practice. Four expert and four novice EFL teachers in this study were selected based on seven criteria: students’ evaluation, supervisor evaluation, their teaching experience, TOFEL scores, research background, academic certificate, and their teaching practice, observed based on a checklist made by the researchers. To collect data, the participants were interviewed. They were asked a list of questions gathered from the existing literature on the same topics to find the common and different personality traits in their conceptions regarding effective teaching. Afterward, their classes were observed for several sessions to find the participants’ similarities and differences in how they actually taught in their classrooms. Each class observation was followed by a post-interview to investigate more about the reasons behind their methods in class. The interviews were transcribed by the researchers and imported to NVivo7 program for analyzing through coding the data. The data were then compared with respect to how they actually performed in class. The findings of the study revealed some common and different personality traits between the two groups of teachers Key words: Personality traits; Expert teacher; Novice teacher; Conceptions and beliefs; Effective teaching Résumé: Cette étude vise à découvrir les traits de personnalité d'un petit groupe d'experts iraniens et les novices des enseignants de l'APL, dans leurs conceptions de l'enseignement efficace et leur pratique pédagogique réelle. Quatre experts et quatre des novices enseignants de l'APL dans cette étude ont été choisis en fonction de sept critères: l'évaluation des élèves, l'évaluation superviseur, leur expérience d'enseignement, les scores TOEFL, le contexte de recherche, d'un certificat universitaire, et leurs pratiques d'enseignement, a observé basée sur une liste de contr le faites par le chercheurs. Pour collecter les données, les participants ont été interviewés. Ils ont demandé une liste de questions tirées de la documentation existante sur les mêmes sujets de trouver des traits de personnalité communs et différents dans leurs conceptions en matière d'enseignement efficace. Par la suite, leurs classes ont été observées pour plusieurs sessions de trouver des similitudes des participants et des différences dans la fa on dont ils réellement enseigné dans leurs classes. Chaque observation de classe a été suivie par u
An Investigation of Pre-Service Teachers’ Perceptions of Teacher Personality Characteristics
Davut Hotaman
Journal of Theoretical Educational Science , 2012,
Abstract: The aim of this study was to investigate pre-service teachers’ perceptions of personality characteristics which are significant in terms of teaching profession. The sample consisted of 418 students at Y ld z Technical University. Data were collected through the “Teacher’s Personality Characteristics Scale” and “Personal Information Form”, and analyzed by t-tests, one-way analyses of variance, and Tukey’s HSD tests. Findings showed significant differences according to program type, gender, region in which students received primary and secondary education, presence of a teacher in family, parents’ level of education, number of siblings, and family income. Results were in favor of students from English Language Teaching undergraduate program, those who are female, those who receive primary and secondary education in a city, those having a teacher in their families, those whose parents’ level of education is at primary education level, those who have 4 or more siblings, and those who earn an income of 750-1500 TL.
The Significance of Preschool Teacher’s Personality in Early Childhood Education: Analysis of Eysenck’s and Big Five Dimensions of Personality
International Journal of Psychology and Behavioral Sciences , 2012, DOI: 10.5923/j.ijpbs.20120202.05
Abstract: Considering the significance of the preschool teacher’s influence on early childhood, it is relevant to put in the research focus their personality characteristics. Therefore, the main question of this study was to explore personality traits of preschool teachers. A personality analysis was run and discussed within two personality models: Eysenck’s and Big Five personality model. Subjects were preschool teachers (N=92), all females, with the mean age of 30 years, ranged from 21 to 49 years. Personality traits analyses within both personality models showed higher levels of extraversion, agreeableness, consciousness, openness to experience and social conformity than normative sample. Psychoticism level was similar to the one from normative sample, and neuroticism levels (Eysenck’s and Big5) were lower than in normative sample. The results were discussed in the frame of the significance of preschool teacher personality as a role models and (none)desirable personality traits in the context of early and preschool care and education.
Influence of Personality Traits on Leadership Styles: A Secondary Level Study  [PDF]
Ijaz Ahmad TATLAH,Rahila NIZAMI,Kamran Ahmad SIDDIQUI
Revista Romaneasca pentru Educatie Multidimensionala , 2012,
Abstract: Purpose – Teacher must act as a leader because his/her role is very effective in educational change. Influence of personality traits on leadership styles has been a significant topic in management but no research emphasis has been given to teacher’s personality influence on their leadership behaviors. This research investigates the correlation between these two aspects.Design/methodology/approach – Quantitative research is done by means of survey to a convenient sample of 228 teachers of public elementary and high schools of Lahore.Findings – The dominant traits are associated with both leadership styles thus showing that both people and task oriented leadership styles are effective.Research limitations/implications – This research can be generalized to other areas.Practical implications – The research emphasizes the importance of traits and their influence on behavior. Further researches should examine the traits which are needed for an effective leadership styles.Originality/value – The major contribution of this paper is that it correlate personality traits with leadership styles and high light those traits which are associated with effective leadership styles i.e. people oriented so teachers become more aware to adopt those traits which produce effective behavior and change.
Effective Teacher’s Attitudes According to Teacher’s Perceptions
Ayfer ?AH?N
Journal of Kirsehir Education Faculty , 2011,
Abstract: Aim of this research is to determine the qualifications which an effective teacher should have and to designate these qualifications according to their importance in the light of teachers perception.Teachers working in K r ehir city center have been the environment for this research.A specific sample hasn t been choosen because all the environment has been reached.The questionnaire which has been made by the researcher has been used in order to collect data and these data have been analysed by using techniques of frequency and percentage and then interpreted in schedules.At the end of the research,effective teacher attitudes in the light of their perceptions have been classified as personality , professional sufficiency , behaviour to students , branch knowledge and determined order of their importance.According to the teachers in this working group, preference orders of effective theacher qualifications have not changed in terms of their branches.
Personality Traits, Burnout, and Emotional Labor Correlation among Teachers in Pakistan  [PDF]
Amna Khalil, Muhammad Majid Khan, Muhammad Ali Raza, Bahaudin G. Mujtaba
Journal of Service Science and Management (JSSM) , 2017, DOI: 10.4236/jssm.2017.106038
Abstract: The main purpose of this research is to study the impact of personality on job burnout among educators. Additionally the role of emotional labor on the relationship of personality and burnout is also investigated. In this model, job burnout (exhaustion, depersonalization and lack of personal accomplishment) is a dependent variable; personality (extraversion, neuroticism, agreeableness, openness to experience and conscientiousness) is an independent variable, while emotional labor (surface acting and deep acting) is a mediating variable. To investigate the relationship among above stated variables, correlation and multiple regression analysis were conducted. Questionnaires were used to collect the data from 199 secondary level teachers of private schools. The results of correlation and multiple regression showed the negative impact of personality on burnout, positive impact of personality on emotional labor, and the negative impact of emotional labor on job burnout. Discussion, suggestions, implications, and recommendations selection and training are provided.
A new research perspective on teachers autonomy: Individual needs and personality traits

- , 2016, DOI: 10.11835/j.issn.1008-5831.2016.04.025
Abstract: 自主作为教师的基本心理需要,是教师在职业活动和专业发展过程中,基于内在兴趣和价值观,独立作出判断和选择,并能执行自己的决定且为之负责的心理倾向。自主作为专业特质,是教师职业群体在从事教育事业时,将不受来自行政部门和督导制度的直接监督,将不屈从于来自领导、同事和家长的压力和影响,能够做出相对独立的操作和决定的行为倾向,并通过教师个体的内在品质和能力得以体现。从个体需要和特质观视角来理解教师自主,将为促进教师心理健康,提高教师发展水平提供新思路和积极的启示。
As the teacher's basic psychological needs, autonomy is a psychological tendency to make independent judgment and choices based on the intrinsic interest and values in the process of professional activities and development of teacher who is able to carry out their decisions and take responsibility for them.As the professional traits, autonomy is a behavioral tendency to make independent operation and behavior for the teacher who will not be affected by direct supervision from the administration and supervision system, and don't succumb to pressure and impact from the leaders, colleagues and parents in their job.It will provide new ideas and positive enlightenment to promote teachers' mental health and the level of teacher development in the view of individual needs and personality traits to understand teacher autonomy.
Personality Traits as Predictors of Stress among female Teachers in Osun State Teaching Service
BI Popoola, EA Ilugbo
Edo Journal of Counselling , 2010,
Abstract: The paper investigated the stress level of female teachers in Osun State Teaching Service and determined the relationship between stress and each of the personality traits of self concept, extraversion, locus of control and achievement motivation. Using a sample of 370 teachers drawn from 50 randomly selected primary and secondary schools in Osun State, data were collected using four standardized personality instruments and a Stress Assessment Inventory (SAI). The results showed that 80.3% of female teachers in Osun State Teaching Service had low level of stress; and that there was no significant relationship between stress and each of the personality traits of extraversion (r= -0.073, p>0.05), locus of control (r= 0.047, p>0.05); self concept (r = -0.101 p>0.05) and achievement motivation (r= -0.013 p>0.05). The results also showed that marital status of female teachers significantly influenced the stress experienced by them (F= 3.44 p<0.05). Specifically, women who were divorced experienced more stress (X = 87.00) than those who were single (X = 83.97) or married (X = 77.58). The study concluded that personality traits were not substantial predictors of the level of stress experienced by female teachers in Osun State Teaching Service. Key Words: personality, stress, burn-out, job-stress, predictor.
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