The Relationship Between Personality and Teaching Effectiveness of English Teachers from the Perceptions of Students at Dianchi College of Yunnan University in Kunming, Yunnan Province, China

Authors

  • Xiaowen Zhai
  • Supit Karnjanapun

Keywords:

Personality, Teaching Effectiveness, The Perception of Students, China, College

Abstract

This study was conducted to identify whether there was a significant relationship between personality and teaching effectiveness of English teachers from the perceptions of students at Dianchi College of Yunnan University in Kunming, Yunnan Province, China. The Big Five Inventory, which was originally designed by John and Srivastava (1999), was used for measuring the level of personality of English teachers at Dianchi College of Yunnan University in Kunming, Yunnan Province, China. Student Instructional Report II, which was originally designed by Centra (1972), was used for measuring the level of teaching effectiveness of English teachers at Dianchi College of Yunnan University in Kunming, Yunnan Province, China. Ninety students participated in this study, which were conducted during the academic year 2018-2019. The data were collected and analyzed by a statistical software program. According to the purpose and hypotheses of the study, different statistical methods were used to analyze the data (e.g., means, standard deviations, and correlational analysis using multiple correlation coefficient). The study showed that the personality of English junior teachers at Dianchi College of Yunnan University contain agreeableness, conscientiousness, extraversion, neuroticism and openness. The study also showed that the level of teaching effectiveness of English teachers at Dianchi College of Yunnan University was effective. The results showed that there was a significant relationship between personality and teaching effectiveness of English teachers from the perceptions of students at Dianchi College of Yunnan University in Kunming, Yunnan Province, China.

Author Biographies

Xiaowen Zhai

M.Ed., Chinese Teacher, Bangkok Patana School, Thailand.

Supit Karnjanapun

Ph.D., Associate Professor, Lecturer, Graduate School of Human Sciences, Assumption University, Thailand.

References

Ahmad, H., Zeb, A., Sihatullah, & Rehman, K. (2013). Effects of professional attitude of teachers on their teaching performance: Case of government secondary school teachers in Malakand Region, Khyber Pakhtunkhwa, Pakistan. Journal of Educational and Social Research, 3 (1), 155-171.

Buela S. & Joseph M. C. (2015). The International Journal of Indian Psychology. Relationship between Personality and Teacher Effectiveness of High School Teachers, Volume 3, Issue 1, No.7.

Buela, S. & Joseph, M. C. (2015). Relationship between personality and teacher effectiveness of high school teachers. The International Journal of Indian Psychology, 3(1), 15-39. Retrieved from http://www.ijip.in

Centra, J. A. (1972). The Development of the Student Instruction Report, Development and Contents, 58-72.

Centra, J. A. (2005). The Development of the Student Instruction Report II, Pilot testing and note on validity, 20-22.

Deluca, A. P. Top five qualities of effective teachers, according to students. Retrieved from https://www.pearsoned.com/top-five-qualities-effective-teachers/

Digman, J. M. (1990). Personality structure: Emergence of the five-factor model. Annual Review of Psychology, 41, 417-440.

Friedman, H. S. & Kewley, B. (1987). Personality, Type A behavior, and coronary heart disease: The role of emotional expression. Journal of Personality and Social Psychology, 53 (4), 783–792.

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. Vol. 3 No. 2

Hammond, D. (2010). Evaluating teacher effectiveness: How teacher performance assessments can measure and improve teaching. Center for American Progress.

Hee O. C. (2014). International Journal of Innovation and Applied Studies, Validity and Reliability of the Big Five Personality Traits Scale in Malaysia, 5, 309-315.

Hu, S. & Kuh, G. D. (2001). American Educational Research Association Annual Conference. Seattle, WA, being (Dis) Engaged in Educationally Purposeful Activities: The Influences of Student and Institutional Characteristics, 10–14 April.

John, O. P., Donahue, E. M., & Kentle, R. L. (1991). The Big Five Inventory-Versions 4a and 54. Berkeley, CA: University of California, Berkeley, Institute of Personality and Social Research.

John, O. P., & Srivastava, S. (1999). The Big-Five trait taxonomy: History, measurement, and theoretical perspectives. In L. A. Pervin & O. P. John (Eds.), Handbook of personality: Theory and research, 2, 102–138). New York: Guilford Press.

John, O. P., Naumann, L. P., & Soto, C. J. (2008). Handbook of personality: theory and research (pp. 114-158). New York, NY: Guilford Press.

Jung, C. G., & Baynes H. G. (1921). Psychological Types, or, The Psychology of Individuation. London: Kegan Paul Trench Trubner.

Lin, M. L. (1995). The characteristics of good teachers, Taipei: Shta Book.

Liu, M. Q. (2016). Application of Presentation-Assimilation-Discussion (PAD) class in Microbiology teaching. Microbiology China, 43(4), 730-734.

Liu, S., & Meng, L. (2009). Perceptions of teachers, students, and parents of the characteristics of good teachers: A cross-cultural comparison of China and the United States. Educational Assessment, Evaluation, & Accountability, 21, 313-328.

Madrid D. (1995). Internal and External Factors in Language Teaching. Actas de las 1I Jornadas de Estudios Ingleses. Universidad de Jaén, p. 59-82.

Mall-Amiri B. & Nakhaie N. (2013). Comparing the performance of Extrovert and Introvert Intermediate Female EFL Learners on Listening and Reading task, International Journal of Language Learning and Applied Linguistics World (IJLLALW). Volume 3.

Myers, I. B. (1962). The Myers-Briggs Type Indicator: Manual (1962). Palo Alto, CA, US: Consulting Psychologists Press.

Othman, F. B. (2009). A Study on Personality that influences teaching effectiveness. Retrieved from: http://eprints.usm.my/25478/1/a_study_on_personality_that_influences.pdf. Retrieved on: 17/2/2015

Walls, R.T., Nardi, A.H., Minden, A.M & Hoofman, N. (2002). The characteristics of effective and ineffective teachers. Teacher Education Quarterly. Retrieved from: http//www.nbpts.org.

Wells, K. C. (1989). Conduct disorders. In E. J. Mash & R. A. Barkley (Eds.), Treatment of childhood disorders (pp. 73-134). New York: Guilford.

Williams, J. (2010). Fifteen years of quality in higher education, M.A. Thesis. Birmingham City University.

Yilmaz, A. (2011). Quality problem in teaching profession: qualities teacher candidates feel to be required of teachers. Educational Research and Reviews, 6(14), 812-823.

Downloads

Published

2021-04-29

How to Cite

Zhai, X., & Karnjanapun, S. (2021). The Relationship Between Personality and Teaching Effectiveness of English Teachers from the Perceptions of Students at Dianchi College of Yunnan University in Kunming, Yunnan Province, China. Scholar: Human Sciences, 12(2), 428-442. Retrieved from http://www.assumptionjournal.au.edu/index.php/Scholar/article/view/5174

Most read articles by the same author(s)