Teachers' Self-evaluation of Knowledge, Skills and Personality Characteristics Needed to Manage Change

Curtis, Andy; Cheng, Liying

doi:10.1080/13598660120061327

Cited by 12 publications

(6 citation statements)

References 16 publications

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“…The findings of the study support previous studies demonstrating the effect of personality characteristics on assessment of teaching performance (SIR), effective teaching characteristics, and teaching efficacy (Polk, 2006;Curtis & Liying, 2001;Mullins, 1992;Hughes, Costner, & Douzenis, 1988;Mayhew, 1986;Sherman & Blackburn, 1975;Bridgwater, 1982). It was found in the study that teachers manifesting bold, aggressive, extrovert, active, energetic, strong, good communicator, relaxed, practical, predictable, sensitive, open-minded, accepting, reasonable, gracious, expert, knowledgeable, wise, decisive, stable, rational, and sensible behaviors tend to be rated highly on their teaching performance as measured by the SIR.…”

Section: Discussionsupporting

confidence: 80%

“…However, in explaining teaching performance, there are important common factors that need to be considered. Teacher performance is influenced by the teachers' personality characteristics (Polk, 2006;Curtis & Liying, 2001;Mullins, 1992;Hughes, Costner, & Douzenis, 1988;Mayhew, 1986;Sherman & Blackburn, 1975;Bridgwater, 1982) and their efficacy beliefs in teaching (Yeh, 2006;Fisler & Firestone, 2006;Onafowora, 2005;Rogalla, 2004;Yoon, 2002;Weasmer & Woods, 1998;Gibson & Dembo, 1984). The studies investigating the effects of teachers' personal characteristics on teaching performance became few and far after the 1980's at which point no conclusions were arrived at because of the lack of coherence of the variables for personal characteristics.…”

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confidence: 99%

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The Role of Teacher Efficacy and Characteristics on Teaching Effectiveness, Performance, and Use of Learner-Centered Practices

Magno¹,

Sembrano²

2008

Asia-Pac.Educ.Res.

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The study tested two models on the interaction of teacher variables using Structural Equations Modeling (SEM). In the first model, the effect of teacher's personality characteristics and teaching efficacy on teacher's performance and effective teaching was tested. In the second model, the effects of learner-centered practices on teacher's performance, effective teaching, and teaching efficacy were included. 296 teachers from a community college were assessed by their students on their teaching performance using the Student Instructional Report (SIR), the Effective Teaching Inventory (ETI), and the Learner-centered Practices Questionnaire which were devised by the researchers. On the other hand, the teachers assessed themselves using Osgood's Personality Characteristics Scale and the Teacher Efficacy Inventory by Gibson and Dembo (1984). In the SEM analysis, the two models did not change on their measures of goodness of fit with a RMSEA of .045 indicating that both models have a rather good fit. It was found that the teachers practicing learner-centered approaches use their self-efficacy in order to be effective in teaching, but it was also found that being effective does not result in high teaching performance ratings. The use of learner-centered practices is seen as effective but does not warrant having high ratings based on student assessment. A teacher's general performance in teaching is influenced by various internal and external factors. These different teaching factors are measured and assessed in order to come up with indicators of successful teaching that would effectively regulate students' learning and serve as success indicators for a school. Various studies have proposed different criteria on how to assess teaching performance and they differ according to different schools' specific objectives. However, in explaining teaching performance, there are important common factors that need to be considered. Teacher performance is influenced by the teachers' personality characteristics (

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Section: Discussionsupporting

confidence: 80%

mentioning

confidence: 99%

The Role of Teacher Efficacy and Characteristics on Teaching Effectiveness, Performance, and Use of Learner-Centered Practices

Magno¹,

Sembrano²

2008

Asia-Pac.Educ.Res.

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“…As phenomenology supports, reality is socially constructed, rather than objectively determined, while focus is on meanings and the different constructions that people place on experience; through this reflexive perspective, direct experience of phenomena is central to understanding and interpreting behaviour (Easterby-Smith et al 1991, Peel 2005. In addition to the post-modernistic questioning of the possibility of 'objective truth' in educational research, as Curtis and Cheng (2001) suggest, if a teacher believes that his/her own particular knowledge, skill or personality characteristic is at a certain stage of development and rates it accordingly, then this needs to be accepted as 'true' for that teacher. Similarly, Churchill et al (1997) contend that teachers' perceptions -as far as their work lives are concerned -constitute reality.…”

Section: Methodsmentioning

confidence: 97%

Development of Greek-Cypriot teachers’ professional identities: is there a ‘sense’ of growth?

Karagiorgi

2012

Professional Development in Education

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In an effort to explore Greek-Cypriot teachers' development of professional identities, the current study reveals the ways in which seven teachers in one primary school in Cyprus perceive themselves as agents improving their teaching and growing as professionals. In-depth interviews indicate that teachers' conceptions of good teaching reflect a focus on results rather than processes while respondents perceive of their professional growth throughout the years as minimal. Teachers further demonstrate unsophisticated understandings of their own professional development, shifting the emphasis to seminars and underlining the system's -rather than their own -responsibility for development. Interestingly, respondents acknowledge the value of informal collegial exchange of views, naturally emerging in school settings. In this regard, building system-wide capacity for good teaching through opportunities for shared learning in schools along with enhanced teacher responsibilization for professional development are further discussed.

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“…The teacher's personality traits might influence his/her teaching performance (Curtis and Liying, 2001) since they are common elements in the classroom (Polk, 2006) and are considered to be significant predictors of teaching effectiveness (Schmidt et al, 1991). Classroom teaching effectiveness is positively influenced by the teacher's leadership and extraversion (Rushton et al, 1983;Abu Nasra and Arar, 2020), his/her agreeableness (Judge et al, 2002) and his/her emotional stability and sociability (Costin and Grush, 1973).…”

Section: Methodsmentioning

confidence: 99%

The effect of high emotionally intelligent teachers on their teaching effectiveness at universities: the moderating effect of personality traits

Maamari

Salloum

2023

IJEM

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PurposeThe purpose of this paper is to answer two basic research questions: “Does high emotional intelligence affect teaching effectiveness at universities?” and “What role do personality traits play in moderating that relationship?”Design/methodology/approachThe paper is a quantitative study using self-reporting questionnaires on 410 students and 32 faculty members. The resulting relationships and model fit are confirmed using SEM.FindingsThe paper shows the importance of high emotional intelligent teachers in universities to increase teaching effectiveness. The paper also shows that the personality traits of the teacher moderate this positive relationship.Research limitations/implicationsThe study uses students' responses. Students might negatively assess their professors for different purposes. This puts in question the reliability of student ratings, especially when taking into consideration students' mood.Practical implicationsThe paper makes two major recommendations to universities. The first recommendation is to hire emotionally intelligent teachers. The second recommendation is to conduct emotional intelligence workshops for existing teachers in order to improve their EI skills. Both recommendations will increase teaching effectiveness, therefore, better learning and a higher chance of better students' academic achievement, better teacher-student relationship, higher students' satisfaction and better university environment/teaching reputation.Originality/valueThe research model is tested for the first time in the Lebanese higher educational sector.

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Teachers' Self-evaluation of Knowledge, Skills and Personality Characteristics Needed to Manage Change

Cited by 12 publications

References 16 publications

The Role of Teacher Efficacy and Characteristics on Teaching Effectiveness, Performance, and Use of Learner-Centered Practices

The Role of Teacher Efficacy and Characteristics on Teaching Effectiveness, Performance, and Use of Learner-Centered Practices

Development of Greek-Cypriot teachers’ professional identities: is there a ‘sense’ of growth?

The effect of high emotionally intelligent teachers on their teaching effectiveness at universities: the moderating effect of personality traits

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