A Study of Personality Characteristics and Values of Secondary School Teachers in Relation to their Classroom Performance and Students' Likings

Bano, Nasreen; Ansari, Mehnaz; Ganai, Mohammad Yousuf

Title: A Study of Personality Characteristics and Values of Secondary School Teachers in Relation to their Classroom Performance and Students' Likings

A Study of Personality Characteristics and Values of Secondary School Teachers in Relation to their Classroom Performance and Students' Likings

by Dr. Nasreen Bano (Author) Dr. Mehnaz Ansari (Author) Dr. Mohammad Yousuf Ganai (Author)

Summary

Teachers are called nation builders in every country and in every society. The role of teachers is of great importance. It is left to the teachers to inculcate personality characteristics, right values – the values of good citizenship producing law abiding and nation loving citizens.
India has made considerable progress in school education since independence with reference to overall literacy, infrastructure and universal access and enrolment in schools. Two major developments in the recent years form the background to the present reform in teacher education – the political recognition of Universalization of Elementary Education (UEE) as a legitimate demand and the state commitment towards UEE in the form of the Right of Children to Free and Compulsory Education Act, 2009. The country has to address the need of supplying well qualified and professionally trained teachers in larger numbers in the coming years. At the same time, the demand for quality secondary education is steadily increasing. It is recommended that the aim should be to reach universal secondary education within a maximum of ten years. Given the problems of inadequate quality in most secondary schools due to poor infrastructure and insufficient and poorly equipped teachers, the need for addressing the professional education of secondary teachers acquires great importance.
The education of teachers should be such that teachers should set an example and provide for their pupils the ideal of the citizens who is conformist, conservative and cautions. As for their moral character, righteousness, wisdom, honesty are among the adjectives which might be ascribed to them. Teachers should assist the students in their physical, intellectual, religious, social, emotional, spiritual development in the well balanced and harmonious manner and imbue them with human values, which is why teacher education today is an integral part of any educational system.
In this study, personality traits of teachers will be analyzed in conjunction with their teaching effectiveness, in order to reach a better understanding of what makes a good teacher, and how to educate him to satisfy the rising demand of the Indian society.

Excerpt

6.8 Relationship between values and classroom performance of low

performing Secondary school teachers

167

6.9 Relationship between classroom performance and students liking of high

performing Secondary school teachers

168

6.10 Relationship between classroom performance and students likings of low

performing Secondary school teachers

168

Bibliography 172

Chapter 1: Introduction

1.1 Introduction

India has made considerable progress in school education since independence with

reference to overall literacy, infrastructure and universal access and enrolment in

schools. Two major developments in the recent years form the background to the

present reform in teacher education the political recognition of Universalization of

Elementary Education (UEE) as a legitimate demand and the state commitment

towards UEE in the form of the Right of Children to Free and Compulsory Education

Act, 2009. This would increase the demand manifold for qualified elementary school

teachers. The country has to address the need of supplying well qualified and

professionally trained teachers in larger numbers in the coming years. At the same

time, the demand for quality secondary education is steadily increasing. It is

recommended that the aim should be to reach universal secondary education within a

maximum of ten years. Given the problems of inadequate quality in most secondary

schools due to poor infrastructure and insufficient and poorly equipped teachers, the

need for addressing the professional education of secondary teachers acquires great

importance.

The National Curriculum Framework (NCF) 2005 places different demands

and expectations on the teacher, which need to be addressed both by initial and

continuing teacher education. The importance of competent teachers to the nation's

school system can in no way be overemphasized. It is well known that the quality and

extent of learner achievement are determined primarily by teacher competence,

sensitivity and teacher motivation. It is common knowledge too that the academic and

professional standards of teachers constitute a critical component of the essential

learning conditions for achieving the educational goals. The length of academic

preparation, the level and quality of subject matter knowledge, the repertoire of

pedagogical skills the teachers possess to meet the needs of diverse learning

situations, the degree of commitment to the profession, sensitivity to contemporary

issues and problems as also to learners and the level of motivation critically influence

the quality of curriculum transaction in the classrooms and thereby pupil learning and

the larger processes of social transformation. Teacher quality is a function of several

factors: teachers' status, remuneration, conditions of work and their academic and

professional education. The teacher education system through its initial and

continuing professional development programmes is expected to ensure an adequate

supply of professionally competent teachers to run the nation's schools. Initial teacher

education especially, has a major part to play in the making of a teacher. It marks the

initiation of the novice entrant to the calling and as such has tremendous potential to

imbue the would-be teacher with the aspirations, knowledge-base, repertoire of

pedagogic capacities and humane attitudes.

Education has continued to evolve, diversify and extend its coverage since the

dawn of history. Every country develops its system of education to express and

promote its unique socio-cultural identity and also to meet the challenges of time".

These words of the National Policy on Education (NPE) 1986 subsequently revised in

1992, give direction to Indian Education. The policy further emphasizes that "the

Government of India will also review, every five years; the progress made and

recommend guidelines for further development". In the light of the aforesaid

statements, the National Council for Teacher Education (NCTE), a statutory body,

established by the Government of India for the maintenance of standards and

improvement of the quality of teacher education in the country, came out with a

Curriculum Framework for Quality Teacher Education (Curriculum Framework

hereafter) in 1998 and placed it before the nation.

During these years, large scale and far reaching developments as well as

changes have taken place on the national and international scenes in social, economic,

cultural, scientific and technological spheres as well as in information and

communication technologies. These developments have affected education, including

teacher education necessitating review and reform of Indian teacher education. Taking

a serious note of these developments, agencies responsible for education from nursery

to tertiary and professional education have reviewed / revised their programmes and

courses of study. The National Council for Teacher Education has to initiate suitable

measures to make teacher education at various levels responsive to such

developments as well as to quality concerns in future.

Education of teachers not only facilitates improvement of school education by

preparing competent, committed and professionally well qualified teachers who can

meet the demand of the system, but also functions as a bridge between schooling and

higher education. It has to meet twin demands: (a) challenges of the education system

including higher education, and (b) the ever-changing demands of the social system.

The role of teacher education as a process of nation building is universally

recognized. Its objective is man making and producing enlightened citizens. But

teacher education in India, because of its history and also due to various factors

beyond its control, has by and large been confined to school education only.

Teachers are called nation builders in every country and in every society. The

role of teachers is of great importance. It is left to the teachers to inculcate personality

characteristics, right values the values of good citizenship producing law abiding

and nation loving citizens. Teachers play an important role in fostering the

intellectual and social development of children during their formative years. The

education that teachers impart plays a key role in determining the future prospects of

their students, whether in preschools or high schools or in private or public schools

teachers provide the tools and the environment for their students to develop into

responsible adults.

The education of teacher should be such that teacher should set an example

and provide for his pupils, the ideal of the citizens who is conformist, conservative

and cautions. As for his/her moral character, righteousness, wisdom, honesty is

among the adjectives which might be ascribed to him. Teacher should assist the

students in their physical, intellectual, religious, social, emotional, spiritual

development in the well balanced and harmonious manner. Teachers should teach the

students human values. Teacher education today is an integral part of any educational

system. Teaching being both a skill and an art was found amenable to transmission in

the early years of the 19th century. If for ages, teacher education, perse was cast or

family affair, it could not afford to remain so, after education became a mass

movement. Mass literacy goals as well as the emergence of technology transformed

the very character of teaching training and its philosophy.

The Education Commission (1964 66) has very aptly observed that the

future of nation is shaped in her classrooms. It is the teacher who moulds the most

precious material of land, viz, the boys and the girls in their most crucial period of

development in the required shapes. The education Commission further remarks "of

all different factors which influence the quality of education and its contribution to

national development, the quality, competence and character of teachers are

undoubtedly more significant." Therefore collective and planned efforts should be

undertaken to inculcate in the teachers the positive attitude towards the profession.

Nothing is more important than securing a sufficient supply of high quality recruits to

the teaching profession and creating satisfactory conditions of work in which they can

be fully effective. The increasing number of educational institutions should not

become a hindrance in the path of obtaining the right kind of teacher.

Keeping in view the central place of teacher education, National Policy of

Education (1986) called for its overhaul as the first step towards educational

reorganization. National Policy on Education (1986) further remarks that the status of

the teachers has direct bearing on the quality of education. The teacher has a powerful

and abiding influence in the formation of the character of every future citizen. He acts

as a pivot for the transmission of intellectual and technical skills and the cultural

traditions from one generation to the other. The responsibility of the teacher is very

great. Therefore it is right to say that the nation will depend on the teacher's well-

being. A teacher require much more than he needs to have the vision of the kind of

society for which he is preparing the students. Teacher must therefore, be accorded an

honoured place in society, their emoluments and their service conditions should be

adequate and satisfactory having regard to their qualifications and responsibilities.

Every trade or occupation requires certain necessary qualities and

qualifications which an individual member of it required to possess. It is an admitted

fact that effective and fruitful teaching depends on the personality of the teacher

which influences the development of the taught. It cannot be denied that certain

typically divergent characteristics make a person an ideal teacher.

While elevating teaching profession with other professions Stinnett (1968)

describes a profession as involving intellectual abilities. He believes that teaching

certainly meets this criterion, because it involves activities that are predominantly

intellectual in nature and the work performed by its members is basic to the

preparation for all other professional endeavours. Teaching, therefore is sometimes

referred to as the "Mother of Professions". Teaching is apparently the noblest of the

tasks that a person can take upon himself to execute. More than any other profession,

teaching demands focusing the best intellectual potentialities of an individual to make

off a good teacher.

Schmidt et al. (1991), that there are numerous studies showing that personality

is a significant predictor of effective teaching. Understanding personality might help

teachers to implement the strategies easily. In this study, teaching effectiveness is

measured through their personality. Barbian (2001) found that becoming aware of

one's own personality type and the personality type of others can be helpful in

mounting intra-personal and inter-personal development. Personality recognition has

been used for many purposes in various organizations; to forecast a worker's aptitude

to fill definite roles, to set up pleasant-sounding relationships, to conclude team

effectiveness, and to predict future behaviour.

1.1.1 Personality

Education and psychologists are busy in building wholesome or harmonious

personality of the individuals. Personality is at the apex and crux of psychology and

education. All knowledge of psychology is ultimately related to the understanding or

development of personality. In popular, everyday psychology, we use the term

"Personality" to describe those traits which makes people attractive or unattractive to

other people. We like or admire the individual who possesses personality and describe

him variously i.e. dynamic, forceful, friendly or pleasant. Variation in personality may

be derived from different sources. On one hand, we have original nature of

personality including its modification. These include both physical and psychological

components. There are number of important factors here. These are the variations in

neuromuscular glandular make-up of individuals so too there, are differences in

bodily build or physique, as a result of heredity as well as maturation, diet and

disease.

In the second place, personality variation may be derived from those elements

in experience which are common to members of some particular society or group but

differ from element common to others. These common experiences are the roots of

the basic personality. Personality is the total picture of man's organized behaviour

especially characterized by his fellowmen in the characteristics pattern of behaviour,

cognition, emotion which may be experienced by the individual manifested to others

Individual through his continuous reactions, attempts to adjust himself to his

environment. Individual's movement which he adopts himself to the environment is

his personality. Personality is thus the product of its own functioning in that particular

environment. Personality has physical as well as biological implications social factor

cannot be ignored. The outer dimensions of personality include his physique, talents,

abilities, temperament, disposition etc. Inner dimensions include an individual's drive,

emotional tendencies, aspirations level, attitudes and self concept. Outer dimensions

can be observed by others and inner dimensions are difficult to judge from outside

and better known to the person himself.

However, personality is frequently used in our present day terminology to

refer to man's behaviour and characteristics. Although personality is generally

regarded as a functioning, interrelated whole there are significant differences in the

manifestations of the characteristics, traits or factors that comprise the whole

personality pattern. Behaviour can be described in terms of the functioning of the

various traits that make up personality. Trait are some particular qualities of

behaviour which so characterize the individual. Personality traits reveal themselves at

a very early age and remain constant throughout our entire lives. They direct the way

we act, how we think, and they establish our learned personality characteristics or trait

create our involuntary habits that determine the course our lives will take. They

decide our preferred way of gathering information and how we draw conclusions from

the information we take in. Personality traits influence the choice of words we use to

communicate with others, as well as how we learn.

Personality theories concentrate on the structure of personality, by identifying

and describing the fundamental traits descriptive of people behaviour. Such theories

classify the basic traits that make up personality called type or trait theories. Other

theories stress the functioning of personality concentrating on the processes and their

interaction as personality develops, called dynamic theories of personality. One of the

first recorded view of personality was expressed by the Greek Physician Hippocrates

in 400 B.C. who grouped personality types giving stress on biochemistry; sanguine;

(optimistic) choleric,(irritable) melancholic (depressed) and phlegmatic (calm). This

approach has long back been discussed. A group of Psychologist under the influence

of Kretchmer during 1920-30 attempted at defining personalities on type basis. He

tried to type personality accordance to Physical characteristics. These types are

evolved on the basis of clinical study of neurotics and Psychotics. The Kretchemerian

type theory defines (Physical type) like pyknic (short and round); athletic (tall, narrow

trunk, long arms and legs) athletic (muscular type) dyplastic (abnormal or deformed

physical development).More recently, Sheldon and his associates tried to classify

personality according to body build. His type theory has been considered more

pleasurable. His type theory includes endomorphic (abdominal, fatness) mesomorphic

(muscular) ectomorphic (bone prominent).Another theory is based on the body

Physiology which came under the influence of Psycho-analysis given by Freud(1920)

who believed personality under conceptual levels of id, ego, and superego and life

style. Jung(1928) classified personality according to a person's attitude towards

person and situation. He gave two kinds of categories; extroverts and introverts.

Extroverts are outgoing, social and interested in people. Introverts are shy, sensitive,

withdrawn, with objective thoughts. This classification failed to describe middle

personality which is neither extrovert nor introvert.

Later on third category was added which named as ambivert. The system of

construct proposed by Cattell is the most complex of any of the theories we shall

consider. Cattell considers that the detailed task of defining personality must await a

full specification of the concepts that the theorist plans to employ in his or her study

behaviour. Thus, he deliberately provides only a very general definition. "Personality

is that which a prediction of what a person will do in a given situation". The goal of

psychological research in personality is thus to establish laws about what different

people will do in all kinds of social and general environmental situations. Cattell

(1956) views personality as a complex and differentiated structure of traits, with its

motivation largely dependent on the dynamic traits. Thus trait is by far the most

important of Cattell's concept. For him a trait is a "mental structure" as inference that

is made from observed behaviour. Central to Cattell's point of view the distinctions

between surface traits, which represent clusters of manifest or overt variables that

enter into the determination of multiple surface manifestations. Source traits, on the

other hand, are identified only by names of factor analysis which permits the

investigator to estimate the variable or factors that are the basis of the surface

behaviour.

Henson and Chambers (2003) used personality types as predictors of self-

efficacy and classroom control and found that personal characteristics will have an

effect on teaching efficacy as they lead to better teaching performance and

effectiveness. Fisler and Firestone (2004) found that teacher performance is

influenced by the teachers' personality characteristics and their efficacy belief in

teaching. Polk (2006) found that teacher performance is influenced by the teachers'

personality characteristics. Personality also could be as predictors in evaluating

teaching effectiveness.

1.1.2 Values

Values are guiding principles decisive in day to day behaviour as also in critical life

situations. In this age of rapid social change influenced by technology, there appears a

value crisis in the society. Some values seem to perish, some submerging into others,

some new have emerged and some new ones are gaining creditability. As a

mathematical analogy values seem to be variables and are not constants to be banked

upon. Value regeneration has therefore, to be attempted continuously. The stress on

development has to be pervasive and permitting since it involves multifarious social

group in cases like Indian nations. Education in India is to play the most significant

role in developing and fastening human resources and man power needs. It is believed

that nation will realize her aspiration through being given to citizens at different levels

of schooling. In this regard education commission report (1964) reads: "The

realization of the Country's aspirations involves changes in knowledge, skills,

interests and values of the people as a whole. This is a basic to every program of

social and economic betterment of which India stands in need. For instance, there can

be no hope of making country self-sufficient in food unless the farmer himself is

moved out of his age long conservatism through a science based education, becomes

interested in experimentation and is ready to adopt that increases yields. The same is

true of industry. The skilled manpower needed for the research and its systematic

application to agriculture, industry and other sectors of life can only come from a

development of scientific and technological education. Similarly economic growth is

not nearly a matter of physical resources or of training skilled workers: It needs the

education of the whole population in new ways of life, thought and work".

Values form the empirical element of personality of the individuals, influence

their thought and behaviour. They are normative standards by which human beings

are influenced in the choice among alternative courses of action. Values do not come

as a gift. Right from dawn of civilization on this planet, man has perpetually found

himself in the midst of change, i.e. from childhood to adolescence. This change

experienced by man is not confined to change in cultural modes of behaviour, mores

and social norms but embraces all psycho-social aspect of human behaviour which

regulate and determine the normal behaviour of a man in his society. Concept of

values is recent development in the field of social Psychology.

Ministry of Education, Government of India "Report of the Educational Commission

(1964 66)". Accepting such a big responsibility for education, the system should

thus provide a meaningful way to produce good and competent Teachers, Physicians,

Agriculturists and Engineers. In the words of Kothari, "the most powerful tool in the

process of modernization is education based on science and technology. The one great

lesson of the present age of science is back, with determination and willingness to put

in hard work, prosperity is within the reach of any nation which has a stable and

progressive government".

Modernization in India aims, "at creating an economy of plenty which will

offer to every individual a larger way of life and a wide variety of choice while this

freedom to choose has its own advantages, it also means that the future of society will

depend increasingly upon the type of choice each individual makes. This would

naturally depend upon his motivation and sense of values, for he might make the

choice with reference entirely to own personal satisfaction or in a sprit if service to

common good".

How far this attitude of mind is imbibed by the people of the country in

changing circumstances need to be discussed, in this context that the importance of

knowing personality and interest patterns of people for different occupations has been

widely felt since long, as these factors go to help a good deal at the time of employing

and placing people in different occupations. Attempts have also been made to assess

general adjustment, specific limits and to ascertain their significance to vocational

success. Differences in interests and values have important practical and theoretical

implications, as psychological theorists have turned their attention to the significance

of choice and decision in human affairs, the significance of interests and values as

determiners and organizers of such decisions has been increasingly stressed the

system of living in any set of influence values as well. "In a democracy self

determination is the basic freedom, everybody has right to develop his potentialities

independently." Therefore, in order to understand the personality characteristics of

individual a group, "the surest key to the knowledge of a person is an understanding

of his value system". Hall and Lindsey (1957) pointed out that, "in general, than, most

personality theorists seem to conceive of a man as a purposive creature but even were

this is not taken for granted it does not seem to be matter of hot dispute".

McGuire (1997) established that values like honesty, faith compassion, loyalty, self-

discipline, friendship, courage, preservance and work should be inculcated in children

from an early age in the home in the community and in the school. Rani (2000) found

that values were regarded as standard and pattern of choice which one feels important

and developed as positive convection that guides a person and serves as the authority

in the name of which choices were made and action were taken for getting

satisfaction, fulfillment and meaning. A value is just like other development a state of

mind, a mental disposition, an attitude or an emotional state of mind towards some

idea or tradition carrying positive and negative changes within itself. Kumar (2006)

the rural and urban female teaches trainees have almost the same kind of perception as

far as religions values, aesthetic value and health value was concerned. Rural female

teacher trained on the basis of mean score show more inclination toward values as

compared to urban counter parts emitted. There exists positive co-relation between

environmental awareness and social value as well as health value. Sharma (2006)

found that the in-service secondary male teachers do not differ significantly on

religious value, social value democratic value, aesthetic value, economic value,

knowledge value, domestic value, power Value family prestige value and health

value. On the basis of mean scores, in service secondary school male teachers have

more belief in health value as compared to pre-service secondary school female

teachers. In service secondary school male teachers and pre-service secondary school

female teachers do not differ significantly on religious value, social value, economic

value, power value and family prestige value. Kerr (2009) is spot on in suggesting that

teachers as creators of knowledge (though this is a contested claim) are better placed

to teach citizenship values. Carr (2010) argues that while certain desirable qualities

(like enthusiasm and charm) may contribute to professional expertise, such

personality traits are only `contingently contributory.' While the expression of

professional behaviour is dependent on certain personal values, it is the context-

sensitive expression of these values that has relevance for classrooms. Tirri's (2010)

recent research on teacher values that inform professional ethics and relationship

identifies caring and respect, professionalism and commitment, and cooperation. For

Tirri (2010) caring and respect are the most `evident emotional expressions' apparent

in meeting the needs of individual students.

1.1.3 Classroom Performance

Teachers act as facilitators or coaches, using classroom presentations or individual

instruction to help students learn and apply concepts in subjects such as Science,

Mathematics, or English. They plan, evaluate, and assign lessons; prepare, administer,

and grade tests; listen to oral presentations; and maintain classroom discipline.

Teachers observe and evaluate a student's performance and potential and increasingly

are asked to use new assessment methods. For example, teachers may examine a

portfolio of a student's artwork or writing in order to judge the student's overall

progress. They then can provide additional assistance in areas in which a student

needs help. Teachers also grade papers, prepare report cards, and meet with parents

and school staff to discuss a student's academic progress or personal problems.

Teachers in modern India have assumed a very important role. After independence

some expectations have developed regarding the profession of teaching. The general

assumption was that the teacher is the builder of the nation, and well imparted

education was considered to be the very base of all developments in the country.

From times immemorial the teachers have been regarded as nation builders, members

of nation and true custodian of its interests, prosperity and safety. It is a world known

fact that the future of any nation, lies essentially in the hands of her teachers, as such,

a very great responsibility rests on them. The teacher has to deal with delicate

material, which can be moulded anyway. The teacher has to know the children so

intimately that he knows their thought, their desires, their abilities and limitations.

He/She has to harness all the traits into purposeful activities. It is really a onerous job

to be a teacher. The assumptions, is not only a fiction but hard reality. Gone are the

days when the teacher's place was considered beyond criticism and his prestige kept

in high esteem. This faith covered many drawbacks in a teacher. The teacher's duty is

not simple and routine type but hard and dynamic. No society in the world can afford

to encourage parasites and good for nothing fellows. Especially, teachers stand every

condemnation as they are expected to be above the entire lot. The teacher has to

improve others by his own example of simple living and high thinking. He/She has to

be straight forward, honest, hardworking and avoid such things as he does not like

others to enjoy. The teacher has to play a key role and that too with vigour and zeal. It

is difficult task for teachers to deal with tiny taught as it requires immense patience,

affectionate outlook, high skill and above all the sense of duty, coupled with

tolerance. It is now well known everywhere that only the dedicated teachers can build

a strong and well disciplined and democratic nation (Sharma,1964).Teachers are

regarded as the backbone of the nation, because they are architects, facilitators and

mediators and interpreters for the children who are at various levels of cognitive

development. The University Education Commission (1948) emphasized the

importance of the teacher and his responsibility.

Kothari Commission (1964 66) put forth, "The destiny of nation is shaped in

her classrooms", Who will shape? How will it be shaped? are hitherto big questions

marks. However experts from the field of Teacher Education focus that it is the

teacher who can modify the behaviour of our teaming millions by inculcating good

personality characteristics and right values among the students. But unless he is fully

acquainted with the pedagogy of teaching, nothing concrete shall emerge. Thus the

teacher before joining the profession must know and acquaint himself with the latest

innovations in teaching and consequently his teaching/ classroom performance will

yield good results. This is only possible if teachers are well trained, have good

personality characteristics and better values. According to National Educational

Policy (1986) the teacher reflects the socio-cultural ethos of the society and no nation

can rise above the level of its teachers.

Cohen & Hill (2000) have revealed that few professional development

experiences of teachers to their classroom practices, and related both of these to

student scores on the state assessment. The study found positive relationships between

reform-oriented classroom practices and student achievement, as well as between

reform-oriented professional development and reform-oriented classroom practices.

Willingham, Pollack, & Lewis (2002) has found that Factors associated with

willingness to perform, such as attendance, initiative, involvement in non-academic

activities, and attitudes to study, have been shown to provide additional prediction of

academic performance beyond that provided by mental ability. Judge & Bono (2002)

more positively, Emotional Stability is associated with self-efficacy which is

positively correlated with academic performance. Wolf & Ackerman (2005) have

established that yet the relationship of intelligence with personality is complex with,

for example, the strength of correlations between intelligence and Extraversion

varying with participant age and research methodology .Consequently, it is difficult to

be confident on this basis about corresponding relationships with academic

performance. Nonetheless, given the reliable associations of intelligence with

academic performance, it would be difficult to interpret the relationship between

personality and academic performance without considering the role of

intelligence..Robbins et al.( 2004) indicating that Emotional Stability should similarly

be correlated.

1.1.4 Students Likings

The teacher is the most important element in the entire educational system. By

coming into contact with the teacher, student can develop a set of desirable and useful

social habits, attitudes and interests. Teacher can help this process by constantly

observing the student and devising new ways and means of solving the various

problems that afflict the student. The teacher should always concentrate on motivating

the student to use their intelligence thereby enabling them to solve their own

problems. It is essential for the teacher to present a good model in his/her own

behaviour to create an atmosphere of cooperation and brotherhood. The teacher

should examine the student's habits and the characteristics of his/her personality and

simultaneously he/she must try to discover the conditions under which student can be

usefully influenced. The intelligent and devoted teacher make use of such methods by

which he/she can successfully teach various subjects to the students. He/she realizes

that many things unconsciously influence the students in the school.

Good teachers have high student likings. Student liking means fondness of

students for their teachers. Generally such fondness develops among students through

their interaction with teachers in the school. This fondness or liking of students is an

important factor for the teacher, because it determines the effectiveness or

ineffectiveness of his teaching. The students listen attentively and achieve more in the

classes of teachers, whom they like. Not only this, all those persons who directly or

indirectly are concerned with the teacher (like headmaster, colleagues, parents etc.)

form their opinion about the teacher through students liking as they rarely visit

teacher's classroom. This means students liking for the teacher sets an air of

effectiveness of his/her teaching.

Hamre & Pianta (2001) established that the quality of early teacher-student

relationships has a long-lasting impact. Specifically, students who had more conflict

with their teachers or showed more dependency toward their teachers in kindergarten

also had lower academic achievement (as reflected in mathematics and language arts

grades) and more behavioral problems (e.g., poorer work habits, more discipline

problems) through the eighth grade. Koplow (2002) proposed that effective student-

teacher relationships encourage greater confidence and classroom engagement in

much the same manner as sensitive parenting encourages a greater sense of security

and confidence. McEwan (2002) makes the case quite eloquently stating, "Effective

teachers appear to be those who are `human' in the fullest sense of the word. Their

classrooms seem to reflect miniature enterprise operations in the sense that they are

more open, spontaneous, and adaptable to change". An ample amount of research

exists showing that content and caring are not exclusive commodities; effective

teachers emphasize both. Daniels & Perry (2003) established that Teachers who use

more learner-centered practices (i.e., practices that show sensitivity to individual

differences among students, include students in the decision-making, and

acknowledge students' developmental, personal and relational needs) produced greater

motivation in their students than those who used fewer of such practices. Connell

(2004) Teachers, who experience close relationships with students reported that their

students were less likely to avoid school, appeared more self-directed, more

cooperative, and more engaged in learning. Battistich, Schaps, & Wilson (2004)

Positive teacher-student relationships -- evidenced by teachers' reports of low

conflict, a high degree of closeness and support, and little dependency -- have been

shown to support students' adjustment to school, contribute to their social skills,

promote academic performance, and foster students' resiliency in academic

performance. Relationships, whether positive or negative in nature, have proven to

have profound effects on quality of life. Landsford, Antonucci, Akiyama, and

Takahashi (2005) found that well-being is directly tied to personal relationships.

Well-being was accomplished specifically "by providing love, intimacy, reassurance

of worth, tangible assistance, and guidance"

Lansford et al. (2005) reported that the lack of high quality relationships

resulted in negative effects including depression, anxiety, and poor health in general.

Strahan and Layell (2006) noted the importance of "establishing a learner-centered

environment that featured warm, supportive relationships with students." Spencer,

(2006) found that positive relationships have similar benefits for both populations of

students. The benefits included an increase in self-esteem and confidence, as well as

improvement in studying skills and in the ability to use classroom knowledge. Doda

& Knowles (2008) Student- teacher relationships were most generally "characterized

by compassion, respect, personalization, fellowship, and friendship". Griggs, Gagnon,

Huelsman, Kidder-Ashley, and Ballard (2009) summed this best stating, "student

teacher relationships matter (and) may reduce the risk of negative behavioral

outcomes".

Researchers in the field of teacher education continue to be busy in answering

an urgent question which apparently seems to be a simple one. The question that

haunts the researchers is: How the personality characteristics, values of a teacher

influence his classroom performance and students likings? For this purpose different

methods and strategies have been evolved.

1.2 Need and importance of the study

According to National Curriculum Framework (NCF 2005), teacher functions within

the broad framework of the school education system its goals, curricula, materials,

methods and expectations from the teacher. A teacher education curriculum

framework needs to be in consonance with the curriculum framework for school

education. A teacher needs to be prepared in relation to the needs and demands arising

in the school context, to engage with questions of school knowledge, the learner and

the learning process. The expectations of the school system from a teacher change

from time to time, responding to the broader social, economic and political changes

taking place in the society. The teacher must be equipped not only to teach but also to

understand the students and the community of parents so that children are regular in

schools and learn.

Since personality means the overall behaviour of a teacher which has lasting

influence on students, it was decided to study the personality characteristics of the

teachers of the secondary schools. Personality here has a special connotation

representing its 16 personality factors as given in Cattell's 16 PF inventory. It is

hoped that the study may answer some of the questions which are being increasingly

raised today for the sake of public accountability and may subsequently provide

guidance for meeting the needs of changing society.

Values are attributed that spring from sublimity of soul. They are the

sentiments like love that involve mind, feeling and will, which are strong deep and

enduring. They are like truth, reflections of reality that are not obstructed by any kind

of prejudice. They are like beauty perfections in themselves in every sense of the

term. They are like justice and the moral constituents of a state that confer on man's

humanism and peace. Value in short shape the moral personality of an individual.

They enhance the finer side of his potential. They help him to live harmoniously and

graciously with his fellowmen. They act as the conscience of the community which

when kindled with torch of learning would make him realize the responsibility he

owes to society. They are linked to the behaviour that exposes the inner life of nation.

Values are concepts that conserve, comfort, promote and protect life. They foster

peace order, dignity, beauty, grace and delight. The maturity of our personality

depends upon whether the individual possesses a relatively unified system of personal

and social values. Values make our lives meaningful and gave a sense of direction.

We want to achieve those things which have social or theoretical values. Values make

our lives relatively coherent and meaningful. Some values are usually arranged in

hierarchy or ranks. Some values are considered to be higher than others. On the basis

of few investigations, it may be said that knowing the individual values hierarchy we

may know and assess the individual better as a person. Theoretically one's values

must constitute an important source of behavioural motivation. Values form an

important part of culture of a society. "Values account for the stability of the school

order. They provide the general guidelines for the conduct. In doing so they facilitate

social control." Values provide the general guidelines for the people. "The value of

society provides goals or end for its members. To aim for these goals or ends, these

are to be persuaded in different context and situations. If the dominant value is

success then it expects all the individuals to become successful at school, at work, at

sports and life in general". Value is an enduring belief which guides actions, attitudes,

judgments etc. Values are criteria that help people on assessing their daily lives,

arranging their priorities, measuring alternate course of action. It is not the immediate

concern of the present study to find out how the education system has been moulding

the outlook of our youth since time immemorial, will be interesting to know briefly

how the different systems have played an important role in shaping our values. First

in Gurukula system of education in Vedic times which confined to few upper class

students, mostly the Brahmans and Kshatriyas, the student spend their Brahmacharia

(child hood to late adolescent period) with their teachers learning all skills of welfare,

along with 3R's Students leave their homes and spend early years lonely in the

presence of Guru, mostly forest abodes, and hence his value orientation would differ

significantly from the value patterns that we witness today in our adolescents.

In the medieval period, "Pathashala or Madrasa" type of education assumed as

important place in our society. Irrespective of their caste, the rich who could afford

were sending their children to school with a view to pursue their caste professions.

The education system during this period went through several changes generating new

values in the youth of those days.

In the educational heritage in India since ancient times, we find education in

India since Vedic period has always been value-oriented but with the beginning of

modern education in the country there has been a gradual deterioration of value

orientation yielding place to knowledge or content orientation.

India is a multi-religious, multi-social and multilingual country, but inspite of

its heterogeneity there is inherent unity in the diversity. Unfortunately, this harmony

and unity and our eternal heritage of fraternity and universal brotherhood are now

under constant strain. The nation as a whole is now facing serious danger from all

kinds of divisive forces, corruption and perversions. Ideal modes of behaviour and our

national ideals of coexistence, brotherhood, tolerance etc are at stake our

constitutional commitment of a welfare state is facing the test of time. It is most

unfortunate that there has been a rapid erosion of the essential values and the sound

socio- cultural ethos founded on the time honoured values in Indian heritage is taking

a frightening trend. In our society at large we find frustration, chaos, and discontent.

The dominant trend in our society is craze for money and power by hook or by crook.

In such a chaotic social context, the new generation has become confused and

uncontrolled and many youths have taken to smoking, drinking drugs etc.

The influence of values and personality characteristics of Secondary school

teachers on their classroom performance and students likings is tremendous. Their

satisfaction and productivity depends much on these two important phases of life.

Personality of the youngsters is coloured by their values. Hurlock 1979 remarks that it

is true of individuals because their patterns of life are influenced by their home health,

social emotional and occupational conditions in relation to values. The Knowledge of

the nature of relationship between values and personality characteristics of Secondary

school teachers on their classroom performance and students likings can help us to

identify the young people and establish diagnostic descriptions of more successful

personality and chalk out behavioural changes needed for better adjustment.

Secondary school teachers help students delve more deeply into subjects

introduced in elementary school and expose them to more information about the

world. Middle and Secondary school teachers specialize in a specific subject, such as

English, Spanish, Mathematics, History, or Biology. They also may teach subjects

that are career oriented. Vocational education teachers, also referred to as career and

technical or career-technology teachers, instruct and train students to work in a wide

variety of fields, such as healthcare, business, auto repair, communications, and

technology. They often teach courses that are in high demand by area employers, who

may provide input into the curriculum and offer internships to students. Many

vocational teachers play an active role in building and overseeing these partnerships.

Additional responsibilities of Middle and Secondary school teachers may include

career guidance and job placement, as well as follow-ups with students after

graduation.

In addition to being knowledgeable about the subjects they teach, teachers

must have the ability to communicate, inspire trust and confidence, and motivate

students, as well as understand the students' educational and emotional needs.

Teachers must be able to recognize and respond to individual and cultural differences

in students and employ different teaching methods that will result in higher student

achievement. They should be organized, dependable, patient, and creative. Teachers

also must be able to work cooperatively and communicate effectively with other

teachers, support staff, parents, and members of the community.

Therefore in the present study personality characteristics, values, classroom

performance and students likings of Secondary school teachers were studied. This

could be useful to the psychologists and policy planners while recruiting teachers and

selecting candidates for teacher education. The findings of this study could help us

identify teachers will inculcate real values and personality characteristics in the

student at various stages of education which is needed for the development of nation.

1.3 Statement of the problem

The topic for the present investigation has been formulated as under:

`A Study of Personality characteristics and Values of Secondary school teachers in

relation to their Classroom Performance and Students likings.

1.4 Operational definition of variables

The variables have been operationally defined as under:

i) Personality:

According to Odgen (1926),"Personality is the expression of man's inner life,

Character is the expression of what he does or achieves."

Morten Prince (1929) defined personality as the sum total of all biological

innate dispositions impulses, tendencies, appetites and instincts of the individual and

the dispositions and tendencies acquired by experiences."

According to Allport (1961) "Personality is the dynamic organization within

the individual of those psychophysical systems that determine his unique adjustment

to his environment."

Personality characteristics for the present study are a statistically dominant set of traits

as measured by the R.B. Cattell's personality factor questionnaire. It has 16 factors

such as:

(Reserved

outgoing)

(Less intelligent vs More intelligent)

(Affected by feeling vs emotionally stable)

(Humble

Assertive)

(Taciturn

Enthusiastic)

(Expedient

conscientious)

(Shy

Socially

bold)

I (Realistic

tender

minded)

(Easy to get on with vs Hard to fool)

(Practical

imaginative)

(Forthright

shrewd)

(Confident vs Depressive)

(Conservative vs experimenting)

(A"Joiner" and sound follower vs Prefers own

decisions)

(Undisciplined vs controlled)

(Relaxed

tense)

ii) Values:

Spranger's Type (1926): E. Spranger, German philosopher, divided human beings, on

the basis of interests, in the following categories: (A) Theoretical, Persons who are

theoretical in nature, neglect, social and political participation. (B) Economic: Those

persons who are interested in money-hoarding. (C) Aesthetic: Those persons who are

lover of beauty and are busy in sensuous gratification. (D) Social: Persons who are

interested in social activities. (E) Political: Dominating and desirous of power. (F)

Religious: Persons who devote themselves to religious activities and mysticism.

Allport's view (1961): "The term value implies the relative prominence of the

subject's interests or the dominant interest in personality."

R.B.Perry's view (1995): "Any objective whatever it be, acquires value when any

interest whatever it be, is taken in it, just as anything whatsoever becomes a target

when anyone whosoever aims at it".

P.T.Begley (1999): "Values are those conceptions of the desirable which motivate

individuals and collective groups to act in particular ways to achieve particular ends.

They reflect an individual's basic motivations, and shape the attitudes and reveal the

intention behind actions."

Values for the present study have been assessed through N.Y.Reddy's Indian

Adaptation Value scale. It has six types of values .such as: Theoretic, Economic,

Aesthetic, Social, Political and Religious.

iii) Classroom Performance:

Classroom performance for the present study is teacher characteristics of teaching

behaviours as measured in Head masters Rating Scale (HRS) developed by

investigator. It has five domains (designing and planning instruction, delivering of

instruction, Classroom management, Assessment, Professional growth and

development).

iv) Students' likings:

Students' likings are fondness of the students towards teacher measured by self

constructed tool students' likings Scale. It has three dimensions

1. Students liking for teacher behaviour inside the class/ outside the class.

2. Students liking for teacher behaviour with colleagues/ with management.

3. Students liking for teacher behaviour with parents of students/community.

1.5 Objectives of the study

The following objectives were formulated for the present study:

1. To study the personality characteristics, values, and classroom performance of

Secondary school teachers.

2. To identify and compare personality characteristics of high and low

performing Secondary school teachers

3. To develop personality profile of high performing and low performing

Secondary school teachers.

4. To compare high and low performing Secondary school teachers on values.

5. To find out and study the relationship between personality characteristics and

classroom performance of high performing Secondary school teachers.

6. To find out and study the relationship between personality characteristics and

classroom performance of low performing Secondary school teachers.

7. To find out and study the relationship between values and classroom

performance of high performing Secondary school teachers.

8. To find out and study the relationship between values and classroom

performance of low performing Secondary school teachers.

9. To find out and study the relationship between classroom performance and

students likings of high performing Secondary school teachers.

10. To find out and study the relationship between classroom performance and

students likings of low performing Secondary school teachers.

1.6 Hypotheses

The following null hypotheses were formulated for the present investigation:

1. High performing and low performing Secondary school teachers do not differ

significantly on personality characteristics

2. There is no similarity between high performing and low performing Secondary

school teachers on personality profile.

3. High performing and low performing Secondary school teachers do not differ

significantly on values.

4. There is no relationship between personality characteristics and classroom

performance of high performing Secondary school teachers.

5. There is no relationship between personality characteristics and classroom

performance of low performing Secondary school teachers.

6. There is no relationship between values and classroom performance of high

performing Secondary school teachers.

7. There is no relationship between values and classroom performance of low

performing Secondary school teachers.

8. There is no relationship between classroom performance and students likings

of high performing Secondary school teachers.

9. There is no relationship between classroom performance and students likings

of low performing Secondary school teachers.

1.7 Delimitations of the study

1. The present study was delimited to Kashmir Province of Jammu and Kashmir

state (India).

2. Personality of teachers is studied with 16 PF.

3. Classroom Performance is studied in terms of teacher behaviour in HRS scale.

4. Student liking for teacher behaviour aspect inside / outside the class, the

colleagues and parents are only covered.

Chapter 2: Review of related literature

2.1 Purpose and overview

Any piece of research requires an adequate familiarity with the work which has been

conducted in that area. It is through the accumulated research of the past, that the

researcher can enunciate a good research design, locate the gaps in the existing

theories, expand upon the context and background of the study, avoid repetition of

research design and can provide an empirical basis for subsequent development of

hypothesis. Knowing what data are valuable often serves to narrow the problem itself

as well as the technique that might be used.

The Knowledge of related literature brings the researcher up-to-date on the

work which other have done & thus, to state the objectives clearly & concisely. By

reviewing the related literature, the researcher can avoid unfruitful and useless

problem area. He can select those areas in which his endeavor would likely add to

knowledge in a meaningful way. Through the review of related literature, the

researcher can avoid unintentional duplication of well-established findings. It is no

use to replicate a study when the validity of its result has been clearly established.

The review of literature gives the researcher an understanding of the research

methodology which refers to the way the study is to be conducted. It helps the

researcher to know about the tools and instruments which have proved to be useful

and promising in the previous studies. The advantage of related literature is also to

provide an insight into statistical methods through which validity of result is to be

established.

Researcher takes the advantage of the knowledge which he accumulated in the

past as a result of constant human endeavour. It can never be undertaken in isolation

of the work that has already been done on the problems, which were directly or

indirectly related to a study proposed by a researcher. A careful review of the research

journals, books dissertations, thesis and other sources of information on the problem

to be investigated is one of the planning of any research study.

The review of related literature involves locating, reacting, and evaluating of

research as well as reports of careful observations and the opinions that are related to

the individuals planned research projects.

Purpose of the Review:

Review of related literature, besides, allowing the researcher to acquaint with current

knowledge in the field or area in which one is going to conduct his research, serves

the following specific purposes.

1. The review of related literature enables the researcher to define the limits of

her/his field. It helps the researcher to delimit and define his/her problem. To

use an analogy given by Ary et.al, (1972, P.56) a researcher might say, "The

work of A, B and C has discovered truth up to a level to my question; the

investigations of D have added this much to my knowledge, I propose to go

beyond D's work in the following manner". The Knowledge of related

literature brings the researcher up-to-date on the work which other have done

and thus to state the objectives clearly and concisely.

2. By reviewing the related literature the researcher can avoid unfruitful and

useless problem areas. He can select those areas in which positive findings can

likely to result and her endeavours would be likely to result and her

endeavours would be likely to add to knowledge in a meaningful way.

3. Through the review of related literature, the research can avoid unintentional

duplication of well-established findings. It is no use to replicate a study when

the stability and validity of its results have been clearly established.

4. The review of related literature gives the researcher an understanding of the

research methodology which refers to the way of the study is to be conducted.

It helps the researcher to know about the tools and the instruments which

prove to be useful and promising in the previous studies. The advantage of the

related literature is also to provide insight into statistical methods through

which validity is to be established.

5. The final and important specific reason for reviewing the related literature is to

know about the recommendations of the previous researchers for the further

research which they have listed in the studies.

6. Helping in evaluating ones research efforts by providing a comparison.

7. Increasing ones confidence in choice of selected topic by viewing interest of

others.

Survey of related studies avoids the risks of duplication, provides theories, ideas,

explanations or hypotheses valuable in formulating the problem and contribution to

the general scholarship of the investigators. The literature is in the form of books,

monographs, Govt. Publications on education, encyclopaedia of education, education

indexes, education abstracts, journals etc.

"Practically all human knowledge can be found in books and libraries. Unlike

other animals that must start a new with each generation, man builds upon the

accumulated and the recorded knowledge of the past. His constant adding to the vast

store of knowledge makes possible progress in all areas of human endeavour" (John

W. Best, 1983)

The related studies enable the researcher to search out many more related

problems as a suggestion for further research."

(Scott & Werthiemer, 1932)

The purpose of the literature review is to expand upon the context and

background of the study, to help further, to define the problem, and to provide an

empirical basis for the subsequent development of the hypothesis. (Tuckman.1972).

The final and important specific reason for reviewing the related literature is to

know about the recommendations of previous researchers for further research which

they have listed in their studies. A selected review of past studies is thus backbone of

any research endeavour. Thus this Chapter is devoted to the review of literature

relevant to the present study. Here an attempt has been made to present pertinent

literature, which is likely to have direct or indirect bearing on this study. The studies

under review has been classified and presented as under:

2.1.1

Studies on Personality Characteristics

2.1.2 Studies

Values

2.1.3

Studies on Classroom performance

2.1.4

Studies on Students Likings

2.1.1 Studies on Personality characteristics

Gupta, M. & Gehlawat, M. (2013) conducted a study of " The job satisfaction and

work motivation of Secondary school teachers with respect to some demographic

variables". Job satisfaction and work motivation were treated as dependent variables.

The independent variables comprised of gender, type of schools, teaching experience

and educational qualifications. For the purpose of investigation, descriptive survey

method was employed. The sample comprised of 400 Secondary school teachers

working in schools located in Rohtak Division affiliated to HBSE and was selected by

Multi-Stage Random Sampling technique. Personal Data Sheet prepared by the

investigators, Job Satisfaction Scale (JSS) by Dixit (1993) and Employees Motivation

Schedule (EMS) by Srivastava (1988) were used for the collection of data. The

obtained data was analyzed using means, S.D's and t-test. The investigator found that

There was no significant difference in the job satisfaction and work motivation of

male and female teachers. There were significant differences among teachers working

in government and private schools; more experienced and less experienced teachers

with respect to job satisfaction and work motivation Significant difference was

reported in the work motivation of teachers having graduate and post-graduate

qualifications.

Mohan, N. Khatal (2010) conducted a study of "Relationship between

personality traits and effective communication of teachers from the professional

courses" on a sample of 4 professional courses Education, Engineering, Law and

Medicine offered by the Shivaji University, Kolhapur (M.S.),300 students and 2

teachers (1- effective & 1- non effective) .Survey method was used in this research.

Tools used in this study were Interview, Questionnaire-LEQ and the 16 personality

factor The investigator found that there was no significant difference in the mean

scores of male and female teacher, communicators in their effectiveness. There was

significant difference between the mean score of effective and non-effective teacher

communicators of Education, Law and medicine faculty. There was no significant

difference between the mean score of effective teacher communicators of Education

and effective teacher communicators of Medicine. There is no significant difference

between the mean score of effective and non-effective teacher-communicator of the

four selected professions on factor A, B, C, E, F, G, H, I, L, M, N, O, Q1, Q2, Q3, Q4.

Parveez, Seema & Haneefa,Rubina (2010) conducted a study of " Levels and

sources of work stress in women school teachers". The sample consisted of 100

women school teachers in women school teachers from primary and secondary school

of Islamabad. Levels and sources of work stress were measured by Teacher stress

inventory (TSI Urdu).The analysis of data revealed that women teachers of

secondary school displayed high levels of stress as compared to primary school

teachers. The significant difference was also found on sources of stress between

secondary and primary school teachers. It was found that secondary teachers show

more stress than primary school teachers. The difference was also significant between

government and private school teachers. It was found government school teachers

show more stress than private school teachers. The comparison was also made on

demographic variables and it was found that teachers with more job experience, more

number of students in a class show more stress.

Homababai, Shishvan & Karim, Sadeghi (2009) conducted a study of

"Characteristics of an effective English Language as perceived by Iranian teacher and

learners of English" on 59 English language teachers and 215 learners of English at

universities, high schools and language institutes in Iran. Tools used in this study

were Tailor made Questionnaire .The investigator found that there was significant

differences between teachers' and learners' views on some characteristics of EELTs.

Teachers seemed to agree more strongly than students that an EELT should assign

homework and integrate group activities into the classroom. Other areas of significant

difference in opinions included preparing the lesson well, using lesson plans and

assessing what students had learned reasonably. Students, on the contrary, agreed

more than teachers that teaching English in Persian (first language of the learners)

was one of the prominent characteristics of an EELT. The qualitative analysis

indicated that teachers perceived the features like mastery of the target language, good

knowledge of pedagogy and the use of particular techniques and methods as well as a

good personality to make an EELT, whereas, learners gave more weight to

characteristics relating to a teacher's personality and the way he behaves toward his

students.

Firat, Açikgoz (2005) conducted a study of "Teacher characteristics and their

effects on students' attitudes". The objective of the study was to assess students

attitude toward their perceptions of teacher characteristics (professional, pedagogical,

and personal), as well as learning. The present study administered a questionnaire in

the Turkish mono-lingual setting and was done as an extension of earlier studies to

provide feedback to Turkish teachers. A total of 181 of 9th, 10th, 11th grade students

attending four different state schools answered a questionnaire and three open-ended

questions aimed at assessing their attitude toward their perceptions of teacher

characteristics (professional, pedagogical, and personal), as well as learning and

investigator found that being fully equipped with pedagogical and professional

characteristics would not be adequate to establish a positive, learnable, and teachable

classroom climate. Besides, s/he should be aware of personal characteristics and how

they are important to students wants to keep up with. 'School' factors, and 'teaching

methods' factors and largely teachers' `personal factors' had an important influence

on pupils' attitude toward learning. It was concluded who the teacher is, and what they

are like as a person are one of the most essential determinants on attitudes to learning

for many pupils, i.e. the teacher as 'a rational human being', along with the teacher's

technical or pedagogical competence.

Paul Marchbanks (2000) conducted a study of "Prospective elementary school

teachers: are they out there?" The objectives of the study were to study the traits of

passion, patience, cooperation, authoritativeness, and creativity. A 110-question

Questionnaire was used as tool. Correlations were developed between the traits

themselves, between the subject's gender and his/her qualities, and between the

subjects' background information and the characteristics. The investigator found

characteristics which were most common and which were the least attainable.

Personality traits of passion, patience & cooperation were possessed more frequently.

Female generally possessed the personality traits necessary to become an effective

teacher to a high degree than males did .There was a positive correlation between

females and being creative.

Joshi, A. and Puja, P. (2000) conducted a study of "Personality correlate of

teaching competency". The objective of the study was to explore the teaching

competency of the pupil teachers having different personality traits. The sample of the

study was comprised of 62 B.Ed trainers (44 males and 18 females) of the institute of

education. Teaching competency was compared by general teaching competency scale

and personality was measured by 16PF and data were treated through mean, S.D,

followed by`t' test. It was found that the teachers possessing personality traits like

boldness, confidence, experimentation, imagination, and reserved, high self-concept

and relaxed have high teaching competency than their counterparts. On the other hand

it has been found that intelligence, emotion, submissiveness, soberness and tough

mindedness did not contribute much to the teaching competency.

Roy, D. Dutta (1994) conducted a study on "Personality structure of Teacher".

The objectives of the study were: i) to determine Personality structures of teachers ii)

to determine underlying relationship among the sixteen personality factors among the

teachers iii) to determine personality structure of teachers of metropolitan cities of

India. Study was carried out on 84 teachers from well-known private and public

school of four metropolitan cities of India i.e., Calcutta, Bombay, Delhi and Madras

and used Cattel's 16PF Questionnaire (form A) to assess sixteen bipolar personality

traits of teachers. Data was analysed with the help of squared multiple Correlation and

Principal component analysis of personality factors. Findings of study revealed that

personality factors were inter-related. Factor `G' had a high predictive level. Factor

`B' had comparatively low predictive level. Average commonality was reached by

factor `G' that signified low superego versus high superego strength. Lowest

commonality was seen for I,Q

and B factor. Emotional stability had positive loading

on H, Q

, C, B and negative loading on Q and 0.25 means that teachers were

adventurous, self-controlled, egoistic, intelligent, relaxed and secured. Faithfulness

had positive loading on M, A, F and negative loading on l and G. It means that

teachers were imaginative, outgoing talkative less conscientious and forthright.

.Independence had positive loading on E and Q

. It indicates that teachers were

assertive and experimenting. The study characterised personality structure of teachers

in terms of three personality factor namely emotional stability, faithfulness and

independence.

Choudhury, Namita Roy (1990) conducted a study of "Personality of teacher

and classroom discipline". The objectives of the study were to find out the effective

personality factors of teachers for maintaining classroom discipline, to find out the

correlation between personality factors of teachers and classroom discipline and to

compare the two groups of teachers, effective and non-effective, for maintaining

classroom discipline. The investigator conducted a study on a sample of 500

secondary school pupils and 50 Secondary school teachers of Bombay city by using

the random sampling technique. A 10-point rating scale and the Teacher's Personality

Rating Scale were used as tools. Mean, SD and bi-serial correlation were computed to

treat the data. The investigator found that the teachers who scored high on the basis of

the assessment on the Teacher's Personality Rating Scale were found effective in

maintaining classroom discipline where as low scorers were found ineffective. A

significant correlation was found between the personality factors of teachers and

classroom discipline.

Raina, V. K. (1990) conducted a study of "Personality characteristics of

personality configurations and teaching effectiveness". The objectives of the study

were to assess the personality factors of graduate students and teachers and to see if

any difference in the personality factors of student teachers belonging to different

teaching field. Study was conducted on a sample of 180 graduate student teacher 60

each specializing in the teaching of science, arts, and commerce .The researcher used

Cattells 16PF to collect data. Analysis of variance was used while treating data. The

investigator found that student teacher suggested by and large differs considerably on

the 16 PF test. The factor pattern for the science student teacher suggested a picture of

marked creativity. The Art student teachers were found to be warm hearted, ready to

cooperate and prepared to go along with the current. They enjoyed social recognition.

The commerce student teacher were affected by feelings were humble, suspicious,

adventurous, responsive, genial and carefree.

Awasth, Neelam (1989) conducted a study of "Personality profiles of popular

and unpopular teachers and their relationship with teaching proficiency". The

objectives of the study were: i) to study the personality profiles of popular teacher, ii)

to study the personality profiles of unpopular teachers, iii) to compare the personality

profiles of popular and unpopular teachers and iv) to find out the relationship of

personality profiles of popular teachers with their teaching proficiency. This was an

independent study wherein the initial sample comprised 99 male and female teachers

from six intermediate colleges of Kanpur [U.P] The final sample comprised 80

teachers who were administered Cattell's 16- Personality Factor Questionnaire and

Verma's 25 Rating scale of traits to select popular and unpopular teachers. Mean,

S.D, t' values and correlation was computed while treating the data. The investigator

found that the popularity of teachers in their profession is related to their prescribed

traits that is, they were reserved [A-] which indicated the qualities of detachment and

coolness; assertive [E-]; sober [F-]; conscientious[G+]; slightly tough minded [I-];

extremely shrewd [N+]; slightly experimenting [Q1+]; and slightly self-sufficient

[Q2+].

Millal, Anupama (1989) conducted a study of "Personality characteristics and

observed classroom behaviour of Secondary school teachers". The objectives of the

study were to study objectively the proportion of direct telling and indirect elicitation

in the teaching performance of secondary teachers and to relate the same to their age,

sex, medium of instruction, class level, general personality characteristics and

teaching personality type. The sample of this study consisted of 164 teachers from

eight randomly chosen secondary institutions of Lucknow city. The tool used for data

collection included, the modified observation category system of Flanders, Cattell's

16 PF Questionnaire (TPQ) of Gupta. Two lessons were observed for the same

teacher in two different classes and subjects. Then the Direct Indirect ratio of

different categories of teachers was determined on the basis of the aforesaid variables

and the significance of the difference of their mean I/D ratio was statistically

examined. The investigator found Personality characteristics wise the outgoing, more

intelligent emotionally stable, humble, sober, conscientious, restrained,tender minded,

trusting, imaginative, shrewd, apprehensive, conservative, group dependent,

controlled and relaxed teachers were found to be more indirect in their classroom

behaviour than the reserved, less intelligent, affected by feelings, assertive, happy-go-

lucky, expedient, venturesome, tough minded, placid experimenting, self sufficient,

self conflict ridden and tense teachers. Teaching personality wise, the disciplinarian

type of teachers were found to be most indirect in their teaching behaviour followed

by the technologist, humanitarian, stylist and academician type teachers. Men teachers

obtained a higher I/D ratio than lady teachers. Hindi medium teachers were more

indirect in their teaching behaviour than English medium teachers. Teachers of boy's

institutions were found to be more indirect in their teaching behaviour than the

teachers of girl institutions. Teachers of general private schools obtained a higher I/D

ratio than the teachers of missionary schools. High school and junior high school

teachers were found to be more indirect in their classroom behaviour than the teachers

of intermediate or plus two classes. On the whole, Teachers with positive and neutral

attitude towards teaching obtained higher I/D ratio than teachers with negative

attitude towards teaching. Senior experienced and trained teachers had higher I/D

ratio than younger, less experienced and untrained teachers.

Thakur, S.K. (1988) conducted a study of "Assessing teaching behaviour

personality characteristics". The objectives of the study were to see whether teachers'

personality is the source of teaching behaviour and to examine the relationship

between the personality of teachers and their teaching behaviour.

The study was conducted on a sample of two groups of 50 teachers each who

showed distinct interactional patterns, designated as `direct' and `indirect' were

selected and their personality structure differences were studied. In the course of the

study, more than 200 teachers were observed in the live classroom situation thrice for

a period of 20 minutes each using the Flander's Interaction category (FIAC) system.

Their interaction patterns were analysed through 10 x 10 matrices and interactional

variables as envisaged by Flanders. The two contrasted groups of teachers were drawn

on the basis of statistical cut and then values for each interactional variable were

calculated. Each teacher of the two groups was administered Cattell's 16 PF test

which was scored. A factorial study using the principal axis method and varimax

rotation were conducted for each group of teachers separately. The investigator found

that the rotated and unrotated factor matrices for each group indicated that the factor

structure for `direct' and `indirect' teachers was unique. The personality of the

teachers could account for the assessment of teaching behaviour.

More, R.T. (1988) conducted a study of "The relationship between personality

aptitude for teaching and effectiveness of secondary teachers". The objectives of the

study were: i) to find out the standard of inservice teachers by evaluating the

relationship between the teaching effectiveness, the teaching aptitude and the

personality of the teachers and ii) to find the extent of reliability of the Teaching

aptitude test (TAT) of Jaiprakash and Shrivastava and the Teacher effectiveness Scale

of Pramod Kumar and Mutha. Tools used were Teaching aptitude test (TAT) of

Jaiprakash and Shrivastava and the Teacher effectiveness Scale of Pramod Kumar and

Mutha. The collected data were treated using quantitative techniques. The investigator

found that Out of the 16 personality factors, only six factors were found to be

positively correlated with teaching effectiveness, of which intelligence was the most

important. The total personality of a teacher was found to be affecting his teaching.

There was a significant difference in the male and female teachers as regards the

factors, E, F, H and M.

Wangoo, M.L. (1995) conducted study of "Teacher personality correlates and

scholastic competence as related to effective study" .The objectives of the study was

to find a range of personality Characteristics out of which it could be established as to

which are essential ones which go with teacher effectiveness. Cattell's 16 Personality

Factor (for adults form A) was used as tool for the measurement of personality

characteristics, Raven's advanced Progressive Matrices (APM-Set II) was considered

for the measurement of intelligence of subjects, Principal Comment Check List

(PCCL) duly structured and validated on the opinion of judges were administered.

The investigator found that Personality adjustment emerged as the most prominent

factor which goes with teacher effectiveness. The sub-factor under this characteristic

was forthrightness, emotional stability practical attitude conscientious and controlled

behaviour. The second important factor which emerged as more prominent was

leadership with its concomitant factor as placid behaviour. The third important factor

which emerged was re-designated as intelligence. Emotional stability was found to be

in association with sober minded and tough minded. Intelligence has a positive and

significant correlation with teacher effectiveness. Teacher with outgoing attitude, as

compared to teachers who are reserved are effective and successful. Teachers with

Outgoing attitude, Conscientious behavior, Humble and Tough minded had a positive

and significant correlation with teaching effectiveness as compared to teachers who

were reserved, with an assertive behaviour, tender minded, and suspicious attitude.

Kaul, S. (1977) conducted a study of "Personality factors values and interest among

the most accepted and least accepted secondary school female teachers of Mathura

District". The objectives of the study were: i) to construct a teacher acceptance scale,

ii) to identify personality factors that differentiated between most accepted and low

accepted teachers at secondary school level, iii) to identify the values that

differentiated most accepted teachers from least accepted teachers and iv) to interpret

and analyse personality factors, value, and interests which were not common in the

most accepted and less accepted teachers. The investigator administered high

acceptance and low acceptance scale to 2000 girl students so as to identify highly

accepted, moderately accepted and lowly accepted teachers. The sample consisted of

241 teachers, of these, 72 were highly accepted, 86 moderately accepted and 83 lowly

accepted. These three groups were matched on age, academic qualification and

training. Personality was assessed with the help of the 16 PF Questionnaire developed

by Cattell. The Allport Vernon Study of Values adapted by R.K. Ojha was used to

measure values of teachers. The split-half reliability ranged from 0.58 to 0.71.

Interests were measured with the help of Chatterjee's Non-Language Preference

Record. Data were analysed with the help of the t-test. The investigator found that

More outgoingness demoted group acceptance. Reservednees promoted group

acceptance, Intelligence promoted group acceptance, Assertiveness demoted

acceptance. The more conscientious, more tender-minded, and more relaxed were

better accepted by their class students. Highly accepted teachers differed in theoretical

value from moderately and lowly accepted teachers. Theoretical value did not

differentiate moderately accepted teachers from lowly accepted teachers. Values like

economical, aesthetic, social, political, and religious did not differentiate significantly

female teachers on the continuum of high acceptance and low acceptance. Craft

pursuit demoted acceptance. Interest in fine arts, science, medicine, agriculture, the

outdoor sports, literature, and house hold matters did not significantly differentiate

female teachers on a continuum of high and low acceptance. Forthright teachers as

compared to teachers with shrewd behaviour have positive and significant correlation

with teacher effectiveness. Teachers with placid behaviour as compared to

apprehensive ones are effective and successful. Teachers with an experimental

outlook as compared to teachers with a conservative outlook are effective as well as

successful. Teachers with group dependent attitude as compared to teachers with self-

sufficient attitude are effective and successful, and relaxed teachers as compared to

those who are tense, have positive and significant correlation with teacher

effectiveness.

2.1.2 Studies on Values

Dinama, Baamphatha (2012) conducted a study of "The Path so far: Moral education

in Botswana Senior Secondary Schools" .The objectives of the study was to

investigate the classroom practices of moral education (ME) teachers in three (3) of

the ten (10) Botswana senior secondary schools that are piloting the curriculum and to

gain insight into classroom practices and the challenges that moral education teachers

face when implementing a new curriculum. Interviews and classroom observations

were used to collect data from five (5) participants who were purposively sampled.

The investigator found that teachers had a positive attitude towards the subject despite

the challenges faced in implementing the new curriculum. It was not always easy for

moral education teachers to methodically follow a particular approach or approaches

in teaching moral education, as per the expectations of the curriculum since they are

generally not sure which ones are the most appropriate.

Rasheed, Roufa (2011) conducted a study of "The values of College Teachers

in District Srinagar". The main objectives of the study were: i) to study the values of

college teachers, ii) to compare science and social science college teachers on values,

iii) to compare science and commerce college teachers on values, iv) to compare

social science and commerce college teachers on values and v) to study male and

female college teachers on values. The sample consisted of 90 college teachers (30

each from the faculties of social science, science and commerce) were taken randomly

from the faculties of social science; science and commerce of district Srinagar. The

N.Y. Reddy's (Indian) adaptation value scale was administered to collect the sample

for the respective colleges. The data was analysed by applying the t-test. The

investigator found that Social science college teachers have high aesthetic and

political values than science college teachers. Science college teachers have high

theoretical, economic and religious value than social science college teachers. Social

science college teachers have high social and political value than commerce college

teachers. Commerce college teachers have high economic value than social science

college teachers. Commerce college teachers have high economic and aesthetic value

than science college teachers. Male college teachers have high theoretical value than

female college teachers. Female college teachers have high aesthetic and social value

than male college teachers.

Rajchetty, Friedman et al (2011) conducted a study of "The long-term impacts

of teachers: teacher value added and student outcomes in adulthood". The objectives

of the study was to find out whether value-added (VA) provides unbiased estimates of

teachers' impacts on student achievement and to find out whether high-VA teachers

improve students' long-term outcomes. These two issues were addressed by analyzing

school district data from grades 3-8 for 2.5 million children linked to tax records on

parent characteristics and adult outcomes. The investigator found that there was No

evidence of bias in VA estimates using previously unobserved parent characteristics

and a quasi-experimental research design based on changes in teaching staff. Students

assigned to high-VA teachers are more likely to attend college, attend higher- ranked

colleges, earn higher salaries, lived in higher SES neighbourhoods, and saved more

for retirement. They are also less likely to have children as teenagers. Teachers have

large impacts in all grades from 4 to 8. On average, a one standard deviation

improvement in teacher VA in a single grade raises earnings by about 1% at age 28.

Replacing a teacher whose VA is in the bottom 5% with an average teacher would

increase the present value of students' lifetime income by more than $250,000 for the

average class- room in our sample. Good teachers create substantial economic value

and that test score impacts are helpful in identifying such teachers.

Vishakha, Pandurang (2010) conducted a study of "Higher Secondary School

Personal Value Pattern". The objectives of the study were: i) to study the value

pattern of male and female students, ii) to study the value pattern of student from rural

and urban area, and to compare the value pattern of students from rural and urban

area. Researcher had applied survey of the male & female from rural and urban area

on a sample of 40 students (10) male&10 female from rural and, (10) male&10

female from urban. The standardized test developed by Dr. Sherry & Prof. Verma

(Personal Value Questionnaire) was employed for the study. Hypothesis were tested

by applying " two tailed " testing. The researcher found that Value pattern of students

changed due to locality and Gender. Value pattern of rural and urban students was

significantly different. The value pattern of male and female was significantly

different. The value pattern of male and female belonging rural area was significantly

different. The value pattern of male and female belonging to urban area was

significantly different. The value pattern of male and female belonging urban & rural

area was significantly different. The value pattern of male from belonging urban &

rural area was significantly different.

Ebru, Z. Mugaloglu & Hale, Bayram (2009) conducted study of "Do Religious

Values of Prospective Teachers that affect their attitudes towards Science Teaching".

The objectives of the study were to examine the associations between prospective

science teachers' values (theoretical, religious, economic, aesthetic, social and

political values) and to examine teachers' attitudes towards science teaching. Cross-

sectional research design was used. Science Teaching Attitude Scale-II and Allport-

Vernon-Lindzey Values Test were used for assessing prospective science teachers'

attitudes toward science teaching and their values respectively. As a result of list-wise

deletion, the sample appeared to be 281 prospective science teachers. The investigator

found that Prospective Science teachers' political, social, economic and aesthetic

values were not significantly correlated with their attitude towards science teaching.

Prospective science teachers' theoretical values were positively associated with their

attitudes towards science teaching. Prospective science teachers' religious values were

negatively correlated with their attitudes towards science teaching. Religious value of

prospective science teachers was a significant predictor of their attitudes toward

science teaching. In order to neutralize the possible negative impacts of religious

values, it was suggested that science teachers must be aware that religion and science

are two different ways of knowing.

Ahuja, Malvinder (2007) conducted a study of "Preferences of Teachers on Social

values according to their experience and Subject area". The objectives of the study

were to study the value system of pre-service, inservice-unconfirmed and inservice-

confirmed language teachers on social value, to study the value system of pre-service,

inservice-unconfirmed and inservice-confirmed natural science teacher on social

values and to study the value system of pre-service, inservice-unconfirmed and

inservice-confirmed social studies teachers on social values. The study was conducted

on a sample of 431 teachers including pre-service and in-service teachers. The sample

was drawn from college of education for pre-service teachers' sample and some

selected Govt. Senior Secondary school of Chandigrah for in-service teachers'

sample).One hundred forty five preservice teachers with no teaching experience,were

taken from college of education with age range between 20 to 27 years. 145 in-service

teachers who were not confirmed but who had one to five years of teaching

experience, in the age group of 22 to 30 years, were taken from the Government

Senior Secondary Schools. The remaining 144 in-service confirmed teachers were

also taken from the Govt. Senior Secondary Schools who had more than five years of

teaching experience and ranged between the age of 30 to 58 years. Both male and

female teachers were selected. Each category of teachers included teachers from

Languages, Natural Sciences and Social Science. The investigator found that

preferences on various social values by the three groups of teachers were not similar.

Teachers were significantly different from each other on some values and similar on

other few. The value system characteristic of all the three groups of teachers viz. Pre-

service, in-service unconfirmed and in-service confirmed teachers for language,

natural science and social science which emerged on the basis of above observation

were typically Responsibility and Tolerance. Language Teachers were found to have

characteristic value priorities as: Responsibility, Tolerance and Natural Science

teachers were characterized with values, Responsibility, Openness to reason,

Tolerance and Social Science teachers had characteristic value priorities as:

Responsibility, Tolerance, Openness to reason.

Kaushik, P. (2006) conducted a study of "Value of Secondary school teachers

at different levels of their job satisfaction, Teaching aptitude and Organizational

Climate of the institution". The objective of the study was to assess and compare the

different types of values of Secondary school teachers in relation to high and low job

Details

Pages
Type of Edition: Erstausgabe
Year: 2015
ISBN (PDF): 9783954899951
ISBN (Softcover): 9783954894956
File size: 3.1 MB
Language: English
Publication date: 2016 (April)
Keywords: Personality Characteristics Values Secondary School Teacher Classroom Performance Students Liking Teaching effectiveness India National Curriculum Framework Universalization of Elementary Education

A Study of Personality Characteristics and Values of Secondary School Teachers in Relation to their Classroom Performance and Students' Likings

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Authors

Dr. Nasreen Bano (Author)

Dr. Mehnaz Ansari (Author)

Dr. Mohammad Yousuf Ganai (Author)