The Relationship between Teachers’ Personalities and Students’ Attitudes
DOI:
https://doi.org/10.37134/jpsmm.vol14.1.6.2024Keywords:
Teachers’ personalities, students’ attitudes, openness, conscientiousness, agreeableness, students’ perceptions towards mathematics teachersAbstract
Teachers have a fundamental influence on students' academic achievements and attitudes towards learning. However, understanding the extent of teachers' effects on students’ attitudes requires further exploration, particularly given the importance of inner educational components in the digital age. This study investigates the connection between teachers' personalities and students' attitudes. Through a quantitative approach, data was collected via questionnaires from 118 randomly selected students in a public school. The survey assessed students' perceptions of mathematics teachers' personalities (conscientiousness, openness, agreeableness) and students’ attitudes (interest, self-efficacy, self-control) towards mathematics, enabling comprehensive insights within the context. Results revealed students perceived mathematics teachers’ personalities as high in conscientiousness (mean = 3.93, SD = 0.55), openness (mean = 3.91, SD = 0.62), and agreeableness (mean = 3.64, SD = 0.60). Conscientiousness, openness, and agreeableness demonstrated diligence and compassion in enhancing the teacher-student relationship. Besides, in terms of students’ attitudes, it reported relatively high extrinsic motivation (mean = 3.87) in mathematics. Students exhibited moderate interest (mean = 3.39), self-concept (mean = 3.28), and anxiety (mean = 3.22), with self-efficacy being the lowest (mean = 2.81). This highlights the need for enhanced motivation and self-efficacy, particularly in challenging subjects. The study unveiled a moderately positive correlation (r = 0.450) between teachers' personalities and students' attitudes. Teachers' conscientiousness and openness fostered student engagement and interest, crucial for positive attitudes in challenging subjects. The study underscores the significance of teachers in creating positive environments. It also informs teachers about cultivating positive personalities, emphasising their role in shaping students’ engagement, and developing attitudes conducive to learning.
Downloads
References
Abdullah, N., Mohd Noh, N., Hamzah, M., Nik Yusuf, N. A., & Omar, R. (2019). Readiness levels of Science and Mathematics Teachers in Implementing the Primary School Curriculum Standard (KSSR). Jurnal Pendidikan Sains Dan Matematik Malaysia, 4(1), 81–96. Retrieved from https://ejournal.upsi.edu.my/index.php/JPSMM/article/view/2128
Ackerman, C. (2017). Big Five Personality Traits: The OCEAN Model Explained. PositivePsychology.com. https://positivepsychology.com/big-five-personality-theory.
Amerstorfer, C. M., & Freiin von Münster-Kistner, C. (2021). Student Perceptions of Academic Engagement and Student-Teacher Relationships in Problem-Based Learning. Frontiers in Psychology, 12. https://doi.org/10.3389/fpsyg.2021.713057
Bandura, A. (1997). Self-efficacy: The exercise of control. W.H. Freeman.
Blazar, D., & Kraft, M. A. (2017). Teacher and Teaching Effects on Students’ Attitudes and Behaviors. Educational Evaluation and Policy Analysis, 39(1), 146–170. https://doi.org/10.3102/0162373716670260
Chen, L., Bae, S. R., Battista, C., Qin, S., Chen, T., Evans, T. M., & Menon, V. (2018). Positive Attitude Toward Math Supports Early Academic Success: Behavioral Evidence and Neurocognitive Mechanisms. Psychological Science, 29(3), 390–402. https://doi.org/10.1177/0956797617735528
Das, S., & Ali, I. (2023). An investigation on the effects of attitude towards algebraic problem-solving achievement. International Journal of Evaluation and Research in Education (IJERE), 12(2), 1016. https://doi.org/10.11591/ijere.v12i2.23926
Deci, E. L., & Ryan, R. M. (1985). Intrinsic motivation and self-determination in human behavior. Plenum.
Dweck, C. S. (2016). Mindset: The new psychology of success (Updated ed.). Penguin Random House.
Eryılmaz, 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 & Practice. https://doi.org/10.12738/estp.2014.6.2187
Furnham, A. (2017). Agreeableness. In Encyclopedia of Personality and Individual Differences (pp. 1–11). Springer International Publishing. https://doi.org/10.1007/978-3-319-28099-8_1200-1
Getie, A. S. (2020). Factors affecting the attitudes of students towards learning English as a foreign language. Cogent Education, 7(1). https://doi.org/10.1080/2331186X.2020.1738184
Goldberg, L. R. (1992). The development of markers for the Big-Five factor structure. Psychological Assessment, 4(1), 26–42. https://doi.org/10.1037/1040-3590.4.1.26
Ismail, S. F. Z. H., Shahrill, M., & Mundia, L. (2015). Factors Contributing to Effective Mathematics Teaching in Secondary Schools in Brunei Darussalam. Procedia - Social and Behavioral Sciences, 186, 474–481. https://doi.org/10.1016/j.sbspro.2015.04.169
Khalilzadeh, S., & Khodi, A. (2021). Teachers’ personality traits and students’ motivation: A structural equation modeling analysis. Current Psychology, 40(4). https://doi.org/10.1007/s12144-018-0064-8
Kim, L. E., Poropat, A. E., & MacCann, C. (2016). Conscientiousness in Education: Its Conceptualization, Assessment, and Utility (pp. 155–185). https://doi.org/10.1007/978-3-319-28606-8_7
Kuppusamy, S., & Musa, M. (2021). Investigating International School Secondary students’ Attitude towards Mathematics. Jurnal Pendidikan Sains Dan Matematik Malaysia, 11(2), 122–130. https://doi.org/10.37134/jpsmm.vol11.2.10.2021
Limeri, L. B., Carter, N. T., Choe, J., Harper, H. G., Martin, H. R., Benton, A., & Dolan, E. L. (2020). Growing a growth mindset: characterizing how and why undergraduate students’ mindsets change. International Journal of STEM Education, 7(1), 35. https://doi.org/10.1186/s40594-020-00227-2
Martha M., C.-A., & James, O. A. (2018, November). Teachers’ Personality Characteristics as Correlates of Secondary School Students’ Attitude Towards Mathematics in Makurdi Local Government Area of Benue State. Journal of Research in Curriculum and Teaching, 10(3). https://www.academia.edu/49065917/teachers_personality_characteristics_as_correlates_of_secondary_school_students_attitude_towards_mathematics_in_makurdi_local_government_of_benue_state
Mazana, M. Y., Montero, C. S., & Casmir, R. O. (2019). Investigating Students’ Attitude towards Learning Mathematics. International Electronic Journal of Mathematics Education, 14(1), 207-231. https://doi.org/10.29333/iejme/3997
Mehmet, C., & Hulya, S. (2021). Factors that cause students to develop math anxiety and strategies to diminish. Cypriot Journal of Educational Sciences, 16(4), 1356–1367. https://doi.org/10.18844/cjes.v16i4.5984
Middleton, J. A., & Spanias, P. A. (1999). Motivation for Achievement in Mathematics: Findings, Generalizations, and Criticisms of the Research. Journal for Research in Mathematics Education, 30(1), 65. https://doi.org/10.2307/749630
Nekljudova, S. (2019). Six aspects of openness to experience. Journal of Psychology & Clinical Psychiatry, 10(2), 78–81. https://doi.org/10.15406/jpcpy.2019.10.00632
Ryan, R. M., & Deci, E. L. (2000). Intrinsic and Extrinsic Motivations: Classic Definitions and New Directions. Contemporary Educational Psychology, 25(1), 54–67. https://doi.org/10.1006/ceps.1999.1020
Tahar, N. F., Ismail, Z., Zamani, N. D., & Adnan, N. (2010). Students’ Attitude Toward Mathematics: The Use of Factor Analysis in Determining the Criteria. Procedia - Social and Behavioral Sciences, 8, 476–481. https://doi.org/10.1016/j.sbspro.2010.12.065
Teoh, S. H., Shukor, F., & Anthonysamy, L. (2023). Factors influencing pre-service teachers’ self-confidence in teaching during the COVID-19 pandemic. Malaysian Journal of Learning and Instruction, 20(1), 121–150. https://doi.org/10.32890/mjli2023.20.1.5
Valli, L., Croninger, R. G., & Walters, K. (2007). Who (else) is the teacher? Cautionary notes on teacher accountability systems. In American Journal of Education (Vol. 113, Issue 4). https://doi.org/10.1086/518492
Wittmann, S., & Wulf, T. (2023). Effects of flipped classes on student learning: The role of positively perceived instructor attitude towards students. International Journal of Management Education, 21(1). https://doi.org/10.1016/j.ijme.2022.100735
Wong, S. L., & Wong, S. L. (2019). Relationship between interest and mathematics performance in a technology-enhanced learning context in Malaysia. Research and Practice in Technology Enhanced Learning, 14(1), 21. https://doi.org/10.1186/s41039-019-0114-3
Yenilmez, K., Girginer, N., & Uzun, O. (2007). Mathematics anxiety and attitude level of students of the faculty of economics and business administrator; The Turkey model. International Mathematical Forum, 2, 1997–2021. https://doi.org/10.12988/imf.2007.07181
You, S., Kim, E. K., Lim, S. A., & Dang, M. (2021). Student and Teacher Characteristics on Student Math Achievement. Journal of Pacific Rim Psychology, 15, 183449092199142. https://doi.org/10.1177/1834490921991428
Downloads
Published
How to Cite
Issue
Section
License
Copyright (c) 2024 Siti Maisarah Saidi, Sian Hoon Teoh, Parmjit Singh Aperapar Singh, Heri Retnawati
This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License.
