THE IMPACT OF TEACHERS PERSONALITY ON STUDENTS ACADEMIC ACHIEVEMENT

http://dx.doi.org/10.31703/grr.2019(IV-III).11      10.31703/grr.2019(IV-III).11      Published : Sep 3
Authored by : ShaistaNoreen , AkhtarAli , UzmaMunawar

11 Pages : 92-102

References

  • Agyemang, F. G., Dzandu, M. D., & Boateng, H. (2016). Knowledge sharing among teachers: the role of the Big Five Personality traits. VINE Journal of Information and Knowledge Management Systems, 46(1), 64-84.
  • Arbabisarjou, A., Sourki, M. S., & Bonjar, S. E. H. (2016). Students' Individual and social Behaviors with physical education teachers' personality. International Education Studies, 9(1), 154-160.
  • Awan, A. G. (2011). Changing World Economic and Financial Scenario.Asian Accounting and Auditing Advancement, 1(1), 146-175.
  • Binti, S. (2014). Influence of personality on academic achievement and performance of teaching practices students in TVET. Developing Country Studies, 4(16), 60-65.
  • Blazar, D., & Kraft, M. A. (2017). Teacher and teaching effects on students' attitudes and behaviors. Educational Evaluation and Policy Analysis, 39(1), 146-170.
  • Boroujeni, S. S., Hematian, M., Mousaie, S., &Nik, A. M. (2016). Examines the Relationship Between Personality Characteristics of Effective Teaching and Sharekord City's Elementary Teachers' Job Satisfaction. Journal of Administrative Management, Education and Training, 12(3), 101-108.
  • Bozpolat, E. (2016). Identification of the Predicator Variables of Candidate Teacher Teaching Motivations. International Journal of Higher Education, 5(2), 148-160.
  • Bratko, D., Chamorro-Premuzic, T., & Saks, Z. (2006). Personality and school performance: Incremental validity of self-and peer-ratings over intelligence. Personality and Individual Differences, 41(1), 131-142.
  • Canto-Herrera, P., & Salazar-Carballo, H. (2010). Teaching Beliefs and Teaching Styles of Mathematics Teachers and Their Relationship with Academic Achievement. Online Submission.
  • Chamorro-Premuzic, T., & Furnham, A. (2003). Personality predicts academic performance: Evidence from two longitudinal university samples. Journal of Research in Personality, 37(4), 319-338.
  • Chu, C. L. (2003). A study of the relationship between personality traits and teaching effectiveness of teachers in reward and non-reward kindergarten in Taiwan. Unpublished doctoral dissertation, Spalding University, Kentucky.
  • Conard, M. A. (2006). Aptitude is not enough: How personality and behavior predict academic performance. Journal of Research in Personality, 40(3), 339-346.
  • Corcoran, R. P., & O'Flaherty, J. (2016). Personality development during teacher preparation. Frontiers in Psychology, 7(2), 143-156.
  • Dar, F. R. (2015). Rethinking Education--Emerging Roles for Teachers. Universal Journal of Educational Research, 3(2), 63-74.
  • Demir, E. (2015). Evaluation of Professional Personality Competence of Physical Education Teachers Working in Secondary Schools by Students. Journal of Education and Training Studies, 4(2), 60-66.
  • Duckworth, A. L., & Seligman, M. E. (2005). Self-discipline outdoes IQ in predicting academic performance of adolescents. Psychological science, 16(12), 939-944.
  • Dunsmore, J. A. (2005). An investigation of the predictive validity of broad and narrow personality traits in relation to academic achievement.PhD diss., University of Tennessee, 2005. https://trace.tennessee.edu/utk_graddiss/4320.
  • Duong, M. T., Badaly, D., Liu, F. F., Schwartz, D., & McCarty, C. A. (2016). Generational differences in academic achievement among immigrant youths: A meta-analytic review. Review of Educational Research, 86(1), 3-41.
  • Dutta, R., Halder, S., &Sen, M. K. (2017). Teacher Effectiveness and related charactiristics: A Systematic review. The Online Journal of New Horizons in Education-January, 7(1).71-80
  • Eryilmaz, A. (2014). Perceived Personality Traits and Types of Teachers and Their Relationship to the Subjective Well-Being and Academic Achievements of Adolescents. Educational sciences: Theory and practice, 14(6), 2049-2062.
  • Eyong, E. I., David, B. E., &Umoh, A. J. (2014). The Influence of Personality Trait on the Academic Performance of Secondary School Students in Cross River State, Nigeria. IOSR Journal of Humanities and Social Science, 19(3), 12-19.
  • Gao, M., & Liu, Q. (2013). Personality traits of effective teachers represented in the narratives of American and Chinese preservice teachers: A cross-cultural comparison. International Journal of Humanities and Social Science, 3(2), 84-95.
  • Garcia, P. L. S. (2010). The impact of teacher personality styles on academic excellence of secondary students: Ed.D. Dissertation Texas A&M University-Kingsville. https://eric.ed.gov/?id=ED535111.
  • Ghani, A.N., Yunus, S., & Bahry, N. (2016). Leader's Personality traits and employees Job Performance in Public Sector. Putrajaya, Procedia Economics and Finance, 37, 46-51.
  • Guner, N. (2012). The Effect of Preventive Classroom Management Training Program on Approval and Disapproval Behaviors of Teachers. Online Submission, 5(1), 153-166.
  • Hakimi, S., Hejazi, E., &Lavasani, M. G. (2011). The relationships between personality traits and students' academic achievement. Procedia-Social and Behavioral Sciences, 29, 836-845.
  • Hashim, H. N., Mohd, N., Shah Alam, S., &Yusoff, N. M. (2014). Relationship between Teacher's Personality, Monitoring, Learning Environment, and Students' EFL Perfsormance.GEMA Online Journal of Language Studies, 14(1).101-116.
  • Inelmen, E. (2011). Integrating all learning activities around a city study curriculum. Cypriot Journal of Educational Sciences, 6(1), 37-45.
  • Jamil, F. M., Downer, J. T., & Pianta, R. C. (2012). Association of pre-service teachers' performance, personality, and beliefs with teacher self-efficacy at program completion. Teacher Education Quarterly, 39(4), 119-138.
  • Job, A. P. (2004). The Relationship Between Personality, Occupation and Student Evaluations of Teaching Effectiveness of Adjunct Faculty, Vol. 65. D.EdDissertation, Portland State University, Portland, 797.
  • Juvova, A., Chudy, S., Neumeister, P., Plischke, J., & Kvintova, J. (2015). Reflection of Constructivist Theories in Current Educational Practice. Universal Journal of Educational Research, 3(5), 345-349.
  • Kirkagac, S., &Öz, H. (2017). The Role of Big Five Personality Traits in Predicting Prospective EFL Teachers' Academic Achievement.Online Submission, 4(4), 317-328.
  • Komarraju, M., Karau, S. J., & Schmeck, R. R. (2009). Role of the Big Five personality traits in predicting college students' academic motivation and achievement. Learning and Individual Differences, 19(1), 47- 52.
  • Laidra, K., Pullmann, H., & Allik, J. (2007). Personality and intelligence as predictors of academic achievement: A cross-sectional study from elementary to secondary school. Personality and individual differences, 42(3), 441-451.
  • Leephaijaroen, S. (2016). Effects of the big-five personality traits and organizational commitments on organizational citizenship behavior of support staff at Ubon Ratchathani Rajabhat University, Thailand. Kasetsart Journal of Social Sciences, 37(2), 104-111.
  • Lim, B.-C., &Ployhart, R. E. (2004). Transformational Leadership: Relations to the Five-Factor Model and Team Performance in Typical and Maximum Contexts. Journal of Applied Psychology, 89(4), 610- 621. http://dx.doi.org/10.1037/0021-9010.89.4.610
  • Lounsbury, J. W., Sundstrom, E., Loveland, J. M., & Gibson, L. W. (2003). Intelligence,
  • Ma'amor, H., Yunus, N. S. N. M., Hashim, N., & Haque, A. (2016). The Influence of Personality Traits Towards Quality Pledge. Procedia Economics and Finance, 37, 73-79.
  • Matzler, K., Renzl, B., Müller, J., Herting, S., & Mooradian, T. A. (2008). Personality traits and knowledge sharing. Journal of economic psychology, 29(3), 301-313.
  • Mkpanang, J. T. (2015). Personality Profile of Teachers and their Students' Performance in Post-Basic Modern Physics. African Research Review, 9(1), 159-168.
  • Mohammadi, F. (2015). The Effect of personality traits and self- efficiency of secondary school teacher
  • Moses, I., Admiraal, W. F., & Berry, A. K. (2016). Gender and gender role differences in student-teachers' commitment to teaching. Social Psychology of Education, 19(3), 475-492.
  • Musili, A. M. (2015). Influence of teacher related factors on students' performance in Kenya certificate of secondary education in public secondary schools in Kibwezi sub-county Kenya.
  • Nguyen, N., Allen, L. C., &Fraccastoro, K. (2005). Personality predicts academic performance: Exploring the moderating role of gender. Journal of Higher Education Policy and Management, 27(1), 105-117.
  • O'Connor, M. C., & Paunonen, S. V. (2007). Big Five personality predictors of post-secondary academic performance. Personality and Individual differences, 43(5), 971-990.
  • Ongore, O. (2014). A study of relationship between personality traits and job engagement. ProcediaSocial and Behavioral Sciences, 141, 1315-1319.
  • Onyekuru, B. U., &Ibegbunam, J. (2015). Personality Traits and Socio-Demographic Variables as Correlates of Counseling Effectiveness of Counsellors in Enugu State, Nigeria. Journal of Education and Practice, 6(35), 64-70.
  • Poropat, A. E. (2009). A meta-analysis of the five-factor model of personality and academic performance. Psychological bulletin, 135(2), 322.
  • Saricaoglu, H., &Arslan, C. (2013). An Investigation into Psychological Well-Being Levels of Higher Education Students with Respect to Personality Traits and Self-Compassion. Educational Sciences: Theory and Practice, 13(4), 2097-2104.
  • Scheepers, R. A., Lombarts, K. M., Van Aken, M. A., Heineman, M. J., & Arah, O. A. (2014). Personality traits affect teaching performance of attending physicians: results of a multi-center observational study. PLoS One, 9(5), e98107. https://doi.org/10.1371/journal.pone.0098107.
  • Sikalieh, D., &Mkoji, D. (2012). The influence of personality dimensions on organizational performance. International Journal of Humanities and Social Science,2(17),184-194.
  • Slater, L. (2013). Building High-Performing and Improving Education Systems: Curriculum and Assessment. Review: ERIC.CfBT Education Trust 60 Queens Road Reading Berkshire RG1 4BS 44 (0)118 902 1000 www.cfbt.com
  • Srinivasan, P., & Xavier, A. (2015).A Study on Relationship between Personality and Socio Economic Status of Student Teachers.Online Submission, 4(3), 5-16.
  • Troncone, A., Drammis, M. L., & Labella, A. (2014). Personality traits, self-esteem and academic achievement in secondary school students in Campania, Italy. Universal Journal of Educational Research, 2(7), 512-520.
  • Ulug, M., Ozden, M. S., &Eryilmaz, A. (2011). The effects of teachers' attitudes on students' personality and performance.Procedia-Social and Behavioral Sciences, 30, 738-742.
  • Yunus, M. M., Osman, W. S. W., &Ishak, N. M. (2011). Teacher-student relationship factor affecting motivation and academic achievement in ESL classroom.Procedia-Social and Behavioral Sciences, 15, 2637- 2641.
  • Zargar, S. (2013). A Study of Personality Characteristics of Higher Secondary Teachers. International Open Journal of Educational Research, 1(2), 16-21.

References

  • Agyemang, F. G., Dzandu, M. D., & Boateng, H. (2016). Knowledge sharing among teachers: the role of the Big Five Personality traits. VINE Journal of Information and Knowledge Management Systems, 46(1), 64-84.
  • Arbabisarjou, A., Sourki, M. S., & Bonjar, S. E. H. (2016). Students' Individual and social Behaviors with physical education teachers' personality. International Education Studies, 9(1), 154-160.
  • Awan, A. G. (2011). Changing World Economic and Financial Scenario.Asian Accounting and Auditing Advancement, 1(1), 146-175.
  • Binti, S. (2014). Influence of personality on academic achievement and performance of teaching practices students in TVET. Developing Country Studies, 4(16), 60-65.
  • Blazar, D., & Kraft, M. A. (2017). Teacher and teaching effects on students' attitudes and behaviors. Educational Evaluation and Policy Analysis, 39(1), 146-170.
  • Boroujeni, S. S., Hematian, M., Mousaie, S., &Nik, A. M. (2016). Examines the Relationship Between Personality Characteristics of Effective Teaching and Sharekord City's Elementary Teachers' Job Satisfaction. Journal of Administrative Management, Education and Training, 12(3), 101-108.
  • Bozpolat, E. (2016). Identification of the Predicator Variables of Candidate Teacher Teaching Motivations. International Journal of Higher Education, 5(2), 148-160.
  • Bratko, D., Chamorro-Premuzic, T., & Saks, Z. (2006). Personality and school performance: Incremental validity of self-and peer-ratings over intelligence. Personality and Individual Differences, 41(1), 131-142.
  • Canto-Herrera, P., & Salazar-Carballo, H. (2010). Teaching Beliefs and Teaching Styles of Mathematics Teachers and Their Relationship with Academic Achievement. Online Submission.
  • Chamorro-Premuzic, T., & Furnham, A. (2003). Personality predicts academic performance: Evidence from two longitudinal university samples. Journal of Research in Personality, 37(4), 319-338.
  • Chu, C. L. (2003). A study of the relationship between personality traits and teaching effectiveness of teachers in reward and non-reward kindergarten in Taiwan. Unpublished doctoral dissertation, Spalding University, Kentucky.
  • Conard, M. A. (2006). Aptitude is not enough: How personality and behavior predict academic performance. Journal of Research in Personality, 40(3), 339-346.
  • Corcoran, R. P., & O'Flaherty, J. (2016). Personality development during teacher preparation. Frontiers in Psychology, 7(2), 143-156.
  • Dar, F. R. (2015). Rethinking Education--Emerging Roles for Teachers. Universal Journal of Educational Research, 3(2), 63-74.
  • Demir, E. (2015). Evaluation of Professional Personality Competence of Physical Education Teachers Working in Secondary Schools by Students. Journal of Education and Training Studies, 4(2), 60-66.
  • Duckworth, A. L., & Seligman, M. E. (2005). Self-discipline outdoes IQ in predicting academic performance of adolescents. Psychological science, 16(12), 939-944.
  • Dunsmore, J. A. (2005). An investigation of the predictive validity of broad and narrow personality traits in relation to academic achievement.PhD diss., University of Tennessee, 2005. https://trace.tennessee.edu/utk_graddiss/4320.
  • Duong, M. T., Badaly, D., Liu, F. F., Schwartz, D., & McCarty, C. A. (2016). Generational differences in academic achievement among immigrant youths: A meta-analytic review. Review of Educational Research, 86(1), 3-41.
  • Dutta, R., Halder, S., &Sen, M. K. (2017). Teacher Effectiveness and related charactiristics: A Systematic review. The Online Journal of New Horizons in Education-January, 7(1).71-80
  • Eryilmaz, A. (2014). Perceived Personality Traits and Types of Teachers and Their Relationship to the Subjective Well-Being and Academic Achievements of Adolescents. Educational sciences: Theory and practice, 14(6), 2049-2062.
  • Eyong, E. I., David, B. E., &Umoh, A. J. (2014). The Influence of Personality Trait on the Academic Performance of Secondary School Students in Cross River State, Nigeria. IOSR Journal of Humanities and Social Science, 19(3), 12-19.
  • Gao, M., & Liu, Q. (2013). Personality traits of effective teachers represented in the narratives of American and Chinese preservice teachers: A cross-cultural comparison. International Journal of Humanities and Social Science, 3(2), 84-95.
  • Garcia, P. L. S. (2010). The impact of teacher personality styles on academic excellence of secondary students: Ed.D. Dissertation Texas A&M University-Kingsville. https://eric.ed.gov/?id=ED535111.
  • Ghani, A.N., Yunus, S., & Bahry, N. (2016). Leader's Personality traits and employees Job Performance in Public Sector. Putrajaya, Procedia Economics and Finance, 37, 46-51.
  • Guner, N. (2012). The Effect of Preventive Classroom Management Training Program on Approval and Disapproval Behaviors of Teachers. Online Submission, 5(1), 153-166.
  • Hakimi, S., Hejazi, E., &Lavasani, M. G. (2011). The relationships between personality traits and students' academic achievement. Procedia-Social and Behavioral Sciences, 29, 836-845.
  • Hashim, H. N., Mohd, N., Shah Alam, S., &Yusoff, N. M. (2014). Relationship between Teacher's Personality, Monitoring, Learning Environment, and Students' EFL Perfsormance.GEMA Online Journal of Language Studies, 14(1).101-116.
  • Inelmen, E. (2011). Integrating all learning activities around a city study curriculum. Cypriot Journal of Educational Sciences, 6(1), 37-45.
  • Jamil, F. M., Downer, J. T., & Pianta, R. C. (2012). Association of pre-service teachers' performance, personality, and beliefs with teacher self-efficacy at program completion. Teacher Education Quarterly, 39(4), 119-138.
  • Job, A. P. (2004). The Relationship Between Personality, Occupation and Student Evaluations of Teaching Effectiveness of Adjunct Faculty, Vol. 65. D.EdDissertation, Portland State University, Portland, 797.
  • Juvova, A., Chudy, S., Neumeister, P., Plischke, J., & Kvintova, J. (2015). Reflection of Constructivist Theories in Current Educational Practice. Universal Journal of Educational Research, 3(5), 345-349.
  • Kirkagac, S., &Öz, H. (2017). The Role of Big Five Personality Traits in Predicting Prospective EFL Teachers' Academic Achievement.Online Submission, 4(4), 317-328.
  • Komarraju, M., Karau, S. J., & Schmeck, R. R. (2009). Role of the Big Five personality traits in predicting college students' academic motivation and achievement. Learning and Individual Differences, 19(1), 47- 52.
  • Laidra, K., Pullmann, H., & Allik, J. (2007). Personality and intelligence as predictors of academic achievement: A cross-sectional study from elementary to secondary school. Personality and individual differences, 42(3), 441-451.
  • Leephaijaroen, S. (2016). Effects of the big-five personality traits and organizational commitments on organizational citizenship behavior of support staff at Ubon Ratchathani Rajabhat University, Thailand. Kasetsart Journal of Social Sciences, 37(2), 104-111.
  • Lim, B.-C., &Ployhart, R. E. (2004). Transformational Leadership: Relations to the Five-Factor Model and Team Performance in Typical and Maximum Contexts. Journal of Applied Psychology, 89(4), 610- 621. http://dx.doi.org/10.1037/0021-9010.89.4.610
  • Lounsbury, J. W., Sundstrom, E., Loveland, J. M., & Gibson, L. W. (2003). Intelligence,
  • Ma'amor, H., Yunus, N. S. N. M., Hashim, N., & Haque, A. (2016). The Influence of Personality Traits Towards Quality Pledge. Procedia Economics and Finance, 37, 73-79.
  • Matzler, K., Renzl, B., Müller, J., Herting, S., & Mooradian, T. A. (2008). Personality traits and knowledge sharing. Journal of economic psychology, 29(3), 301-313.
  • Mkpanang, J. T. (2015). Personality Profile of Teachers and their Students' Performance in Post-Basic Modern Physics. African Research Review, 9(1), 159-168.
  • Mohammadi, F. (2015). The Effect of personality traits and self- efficiency of secondary school teacher
  • Moses, I., Admiraal, W. F., & Berry, A. K. (2016). Gender and gender role differences in student-teachers' commitment to teaching. Social Psychology of Education, 19(3), 475-492.
  • Musili, A. M. (2015). Influence of teacher related factors on students' performance in Kenya certificate of secondary education in public secondary schools in Kibwezi sub-county Kenya.
  • Nguyen, N., Allen, L. C., &Fraccastoro, K. (2005). Personality predicts academic performance: Exploring the moderating role of gender. Journal of Higher Education Policy and Management, 27(1), 105-117.
  • O'Connor, M. C., & Paunonen, S. V. (2007). Big Five personality predictors of post-secondary academic performance. Personality and Individual differences, 43(5), 971-990.
  • Ongore, O. (2014). A study of relationship between personality traits and job engagement. ProcediaSocial and Behavioral Sciences, 141, 1315-1319.
  • Onyekuru, B. U., &Ibegbunam, J. (2015). Personality Traits and Socio-Demographic Variables as Correlates of Counseling Effectiveness of Counsellors in Enugu State, Nigeria. Journal of Education and Practice, 6(35), 64-70.
  • Poropat, A. E. (2009). A meta-analysis of the five-factor model of personality and academic performance. Psychological bulletin, 135(2), 322.
  • Saricaoglu, H., &Arslan, C. (2013). An Investigation into Psychological Well-Being Levels of Higher Education Students with Respect to Personality Traits and Self-Compassion. Educational Sciences: Theory and Practice, 13(4), 2097-2104.
  • Scheepers, R. A., Lombarts, K. M., Van Aken, M. A., Heineman, M. J., & Arah, O. A. (2014). Personality traits affect teaching performance of attending physicians: results of a multi-center observational study. PLoS One, 9(5), e98107. https://doi.org/10.1371/journal.pone.0098107.
  • Sikalieh, D., &Mkoji, D. (2012). The influence of personality dimensions on organizational performance. International Journal of Humanities and Social Science,2(17),184-194.
  • Slater, L. (2013). Building High-Performing and Improving Education Systems: Curriculum and Assessment. Review: ERIC.CfBT Education Trust 60 Queens Road Reading Berkshire RG1 4BS 44 (0)118 902 1000 www.cfbt.com
  • Srinivasan, P., & Xavier, A. (2015).A Study on Relationship between Personality and Socio Economic Status of Student Teachers.Online Submission, 4(3), 5-16.
  • Troncone, A., Drammis, M. L., & Labella, A. (2014). Personality traits, self-esteem and academic achievement in secondary school students in Campania, Italy. Universal Journal of Educational Research, 2(7), 512-520.
  • Ulug, M., Ozden, M. S., &Eryilmaz, A. (2011). The effects of teachers' attitudes on students' personality and performance.Procedia-Social and Behavioral Sciences, 30, 738-742.
  • Yunus, M. M., Osman, W. S. W., &Ishak, N. M. (2011). Teacher-student relationship factor affecting motivation and academic achievement in ESL classroom.Procedia-Social and Behavioral Sciences, 15, 2637- 2641.
  • Zargar, S. (2013). A Study of Personality Characteristics of Higher Secondary Teachers. International Open Journal of Educational Research, 1(2), 16-21.

Cite this article

APA

    APA : Noreen, S., Ali, A., & Munawar, U. (2019). The Impact of Teachers' Personality on Students' Academic Achievement in Pakistan.. Global Regional Review, IV(III), 92-102. https://doi.org/10.31703/grr.2019(IV-III).11

CHICAGO

    CHICAGO : Noreen, Shaista, Akhtar Ali, and Uzma Munawar. 2019. "The Impact of Teachers' Personality on Students' Academic Achievement in Pakistan.." Global Regional Review, IV (III): 92-102 doi: 10.31703/grr.2019(IV-III).11

HARVARD

    HARVARD : NOREEN, S., ALI, A. & MUNAWAR, U. 2019. The Impact of Teachers' Personality on Students' Academic Achievement in Pakistan.. Global Regional Review, IV, 92-102.

MHRA

    MHRA : Noreen, Shaista, Akhtar Ali, and Uzma Munawar. 2019. "The Impact of Teachers' Personality on Students' Academic Achievement in Pakistan.." Global Regional Review, IV: 92-102

MLA

    MLA : Noreen, Shaista, Akhtar Ali, and Uzma Munawar. "The Impact of Teachers' Personality on Students' Academic Achievement in Pakistan.." Global Regional Review, IV.III (2019): 92-102 Print.

OXFORD

    OXFORD : Noreen, Shaista, Ali, Akhtar, and Munawar, Uzma (2019), "The Impact of Teachers' Personality on Students' Academic Achievement in Pakistan.", Global Regional Review, IV (III), 92-102

TURABIAN

    TURABIAN : Noreen, Shaista, Akhtar Ali, and Uzma Munawar. "The Impact of Teachers' Personality on Students' Academic Achievement in Pakistan.." Global Regional Review IV, no. III (2019): 92-102. https://doi.org/10.31703/grr.2019(IV-III).11