Personality and Ability Traits of Teachers: Student Perceptions
Keywords:
behavioral theory, cognitive theory, effective teaching, personality characteristics, teacher behaviorAbstract
The study attempts to explore higher education students’ perceptions of proficient teachers, which is of importance to them in their learning. Since no effective system of teacher evaluation was in place in Pakistan until recently to distinguish between good and poor teachers, research shows that poor teaching quality is pervasive in higher education institutions in the country. The study analyzed students’ views of good and poor teaching through two focus group discussions with students from two engineering schools in Pakistan. The hematic coding of data yielded the desired outcomes of students’ views according to the personality and ability traits their teachers demonstrated. It was revealed that teachers possessed both categories of characteristics to a certain extent with the shortcomings of approachability, ability to bring knowledge to the level of the students, low emotional intelligence and poor communication ability resulting there from. It is expected that action to improve teaching quality would result in awareness of the problem.
References
Anderson, L.W. (2004). Increasing teacher effectiveness. Paris: IIEP-UNESCO. Retrieved from http:www.unesco.org.iiep
Bandura, A. (1977). Self-efficacy: Toward a unifying theory of behavioral change. Psychological Review, 84(1), 191-215.
Beishuzen, J. J., Hof, E., van Putten, C.M., Bouwmeester, S., & Asscher, J. J. (2001). Students’ and teachers’ cognitions about good teachers. British Journal of Educational Psychology, 71(2), 185-201.
Bhattacherjee, A. (2012). Social science research: Principles, methods, and practices. Florida: Text books Collection.
Borich, G. D. (2000). Effective teaching methods. New Jersey: Prentice Hall.
Chickering, A.W., & Gamson, Z. F. (1991). Teaching effectiveness and teacher development:
Towards a new knowledge base. Hong Kong: Kluwer Academic Publishers.
Denzin, N., & Lincoln, Y. S. (2005): The Sage handbook of qualitative research. Thousand Oaks, CA: SAGE.
Fernstermacher, G. D., & Richardson, V. (2005). On making determinations of quality in teaching. Teachers College Record, 107(1), 186-213.
Fuhrmann, B. S., & Grasha, A. F. (1983). A practical handbook for college teachers. Boston: Little Brown.
Goleman, D. (2002). The new leaders: Emotional intelligence at work. London: Time Warner Books.
Harvey, L. (2011). The nexus of feedback and improvement. In C.S. Nair and P. Mertova (Eds.). Student feedback: The cornerstone to an effective quality assurance system in higher education. (pp.3-26).Oxford UK: Chandos Publishing.
McBer, H. (2000). Research into teacher effectiveness: A model of teacher effectiveness. Report to the Department of Education and Employment June 2000. London: DfEE.
Husserl, E. (2001). The shorter logical investigations. New York: Routledge.
Ibad, F. (2016). Student perceptions about the professional competence of university faculty
members: Evidence from Pakistan. Journal of Education and Social Sciences, 4, 201-207.
Ibad, F., & Sharjeel, M. Y. (2017). Teacher effectiveness as perceived by students in higher
education. Journal of Education & Humanities Research, 3(1), 110 -132.
Leinhardt, G. (1988). Situated knowledge and expertise in teaching. In J. Calderhead (Ed.) Teachers’ professional learning. London: Falmer Press. 146-168.
Lowyck, J. (1994). Teaching effectiveness: An overview of studies. Tijdschrift voor Onderwijs Research, 19(1), 17-25.
Marsh, H.W. (1982). SEEQ: A reliable, valid and useful instrument for collecting students’
evaluations of university teaching. British Journal of Educational Psychology, 52, 77 – 95.
Marsh, H.W. (1983). Multidimensional ratings of teaching effectiveness by students from different academic settings and their relation to student/course/instructor characteristics. Journal of Educational Psychology, 75, 150-166.
Marsh, H.W., & Dunkin, M.J. (1992). Students’ evaluations of university teaching: A
multidimensional perspective. In J.C. Smart (Ed.) Higher education: Handbook of theory and research, 8. New York: Agathon Press.
Marsh, H.W., & Roche, L. A. (1997). Making students’ evaluations of teaching effectiveness
effective. American Psychological Association, Inc., 52(11), 1187-1197.
Raymond, S.M. (2001). Excellent teaching: Perceptions of Arab, Chinese and Canadian students. Voices of Arabia, 2, 17-30. University of Sheffield, U.K.
Raymond, S.M. (2008): Effective and ineffective university teaching from the students’ and faculty’s perspective: Matched or mismatched expectations. (Unpublished Doctoral Dissertation). University of Exeter, U.K.
Riasati, M. J., & Bagheri, M.S. (2014). Students’ perceptions of effective teaching: A review of literature. International Journal of Language Learning and Applied Linguistics World, 6(3), 420-428.
Rogers. C.R., & Frieberg, H. J. (1969). Freedom to learn. Prentice Hall. Saafin, S.M. (2005). An investigation into Arab students perceptions of effective EFL teachers at university level. (Unpublished Doctoral Dissertation). University of Exeter, U.K.
Shulman, L. S. (2004). Essays on teaching, learning and learning to teach. San Francisco: Jossey Bass.
Skinner, B. F. (1957). Verbal behavior. New York: Prentice Hall.
Smith, D.W. (2003). The Stanford encyclopedia of philosophy. Stanford, CA, USA.
Vygotsky, L. S. (1978). Mind in society. Harvard University Press.
Walsh, D. J., Maffei, M. J. (1994). Never in a class by themselves: An examination of behaviors affecting the student-professor relationship. Journal on Excellence in College Teaching, 5(2), 23-49.
Yodez, D. S., Shaw, L., Siyakwazi, B., & Kaarina, Y. (1993). Elements of “good teaching”: A
comparison of educational students’ perceptions in Botswana, California, Finland and Zimbabwe. A paper presented to the Annual Conference of the Comparative and International Education Society. Annapolis Maryland. March 1992, 13-15.
Downloads
Published
Issue
Section
License
Copyright (c) 2020 Journal of Education and Educational Development
This work is licensed under a Creative Commons Attribution 4.0 International License.
