Investigating the Relationship among University Teachersʼ personality Traits, Classroom Leadership Style, and Efficacy through Self-Evaluation: Providing a Structural Model

Subject Areas : Educational Psychology

Payman Yarmihammadzadeh ¹ , Ayoub Feizi ² , Kouyestan Mohammadian ³ , Amaneh Hgh Atabay ⁴

1 - دانشیار مدیریت آموزشی دانشگاه شهید مدنی آذربایجان
2 - کارشناس ارشد تحقیقات آموزشی دانشگاه شهید مدنی آذربایجان
3 - کارشناسی ارشد دانشگاه شهید مدنی آذربایجان
4 - کارشناسی ارشد تحقیقات آموزشی دانشگاه شهیدمدنی آذربایجان

Received: 2016-07-02 Accepted : 2017-05-10 Published : 2017-12-22

Keywords: Personality traits, Faculty Members, teaching efficacy, classroom leadership style,

Abstract :

This study aims at investigating the relationship among university teachersʼ personality traits, classroom leadership style, and teaching efficacy. The population of this descriptive, casual-correlational study consisted of all faculty members of Shahid Madani in the academic year2015-2016, out of which 138 were selected using stratified sampling method. The research instruments included the Big Five Inventory of personality traits (NEO), the Halpin leadership styles questionnaire (LBDQ), and a researcher-made questionnaire of teaching efficacy. To analyze the data, Pearson correlation coefficient and structural equation modeling with SPSS and Amos software were used. The results showed that personality traits components (extroversion, conscientiousness, and agreeableness) had a positive and significant relationship with teaching efficacy components of scientific ability and scientific behavior (p≤ 0.05). Moreover, classroom leadership styles of consideration and initiating structure had a positive and significant relationship with teaching efficacy components (p≤ 0.01). Finally, the obtained data fit the conceptual model, indicating that personality traits and classroom leadership styles can account for the teaching efficacy.

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Biggs, J., & Tang, C. (2007). Teaching for quality learning at university. Open University Press.

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Costa, J. R. McCrae, P. T., & Holland, J. L. (1984). Personality and vocational interests in an adult sample. Journal of Applied Psychology, 69, 390–400.

Cutchin, G. C. (1999). Relationships between the Big Five personality factors and performance criteria for in-service high school teachers. Dissertation Abstracts Internationa, 59, 2263.

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Hoseinian, S. Azimipour, p. Karami, A. Yazdi, S. M., & Keshavaz, G. (2012). A study of the psychometrical features of Enneagram personality types. Quarterly Journal of Career & Organizational Counseling, 12(4), 125-144 [In Persian].

Howes, C. Burchinal, M. R. Pianta, R. C. Bryant, D. Early, D., & Clifford, R. (2008). Ready to learn? Children’s pre-academic achievement in pre-kindergarten classrooms. Early Childhood Research Quarterly, 23, 27–50.

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Ivancevich, J. M., Konopaske, R., & Matteson, M. T. (2010). Organizational behavior and management, 9th Edition. Toronto: McGraw-Hill, Irwin.

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Maaroofi, Y., Kiamanesh, A. R., Mehrmohammadi, M., & Aliasgari, M. (2008). Evaluating teaching quality in higher education. Journal of Curriculum Studies, 5(1), 25-38 [In Persian].

Marsh H. W. (1983). Multidimensional ratings of teaching effectiveness by students from different academic settings and their relation to student / course / instructor characteristics. Journal of Educational Psychology, 75(1), 150-166.

McShane, S. L., & Von-Glinow, M. A. (2008). Organizational behavior: Emerging realities for the workplace revolution. 2nd Ed. New York: McGraw-Hill. Irwin.

Mori, S., & Tanabe, Y. (2012). Effects of perceived teacher personality on student class evaluations. Kinki University Center for Liberal Arts and Foreign Language. Education Journal (Foreign Language Edition), 3(1), 163-181.

Murray, H. G., Rushton, J. P., & Paunonen, S. V. (1990). Teacher personality traits and student instructional ratings in six types of university courses. Journal of Educational Psychology, 82, 250-261.

Organ, D. W., & Ryan, K. A. (1995). Meta-analytic review of attitudinal and dispositional predictors of organizational citizenship behavior. Personnel Psychology, 48, 775–802.

Pakmehr, H., Jafari Sani, H., Saeedy, M., & Kareshki, H. (2011). Teaching quality in higher education: Education or research? Paper presented in the Frist National Conference on Education in 2014 Iran. Tehran [In Persian].

Pakmehr, H., Jafari Sani, H., Saeedy, M., Rezvani, M., & Kareshki, H. (2012). The role of teaching quality and its components on developing critical thinking in students: opportunities and challenges of curriculum in higher education. Journal of Educational Psychology Studies, 9(16), 18-36 [In Persian].

Patrick, C. L. (2011). Student evaluations of teaching: Effects of the Big Five personality traits, grades and the validity hypothesis. Assessment and Evaluation in Higher Education, 36(2), 239-249.

Pervin, L. A., Cervone, D., & John, O. P. (2005). Personality: Theory and research.  New York: Wiley.

Poorkareemee, J. (2010). Achievement motivation and leadership style among Tehran elementary   schools' principals. Quarterly Journal of New Thoughts on Education, 6(3), 27-44 [In Persian].

Porter, G., & Magee, K. (2004). Teacher Quality, Controversy, NCLB. The Clearing House, 78(1), 26-29.

Ramezani, T., & Dortaj Ravari, E. (2010). Characteristics of effective teachers and pertinent effective educational factors according to the teachers and students’ points of view in nursing schools. Kerman University of Medical Sciences. Strides Dev Med Educ., 6(2), 139-148 [In Persian].

Rezaeean, A. (2007). Organizational behavior management: Concepts, theories and application. Tehran: Elm VA Adab Publication [In Persian].

Rice, J. (2003). Teacher quality: Understanding the effectiveness of teacher attributes. Washington DC: Economic Policy Institute.

Saadatmand, A. (2003). Investigate the relationship between leadership behavior and burnout among heads of departments and faculty members at the University of Isfahan, (Unpublished master thesis), Isfahan University [In Persian].

Safari, S., & Goodarzi, H. (2009). A study of the relationship between personality characteristics and job burnout among faculty members and staffs at Islamic Azad University, Azadshahr Branch. Quarterly Journal of Educational Leadership & Administration, 3(3), 85-101 [In Persian].

Schultz, D. P., & Schultz, S. E. (2009). Theories of personality. Wadsworth, Cengage Learning.

Shabani Varaki, B., & Hosseingholizadeh, R. (2006). Evaluating college teaching qualities. Quarterly Journal of Research and Planning in Higher Education, 12(1), 1-21 [In Persian].

Sharifian, F., Nasr, A., & Abedi, L. (2006). Developing effective teaching indicators in universities and higher education institutions and its accomplishment in Isfahan University. Quarterly Journal of Research and Planning in Higher Education, 11(3), 25-52 [In Persian].

Shumway, J. M., & Harden, R. M. (2003). The assessment of learning outcomes for the competence and reflective physician. Medical Teacher, 25(6), 56-84.

Tanabe, Y., & Mori, S. (2013). Effects of perceived teacher personality on student class evaluations: A comparison between Japanese instructors and native English speaking instructors. International Journal of English Linguistics, 3(3), 53-65.

Thomas, D. J. (2007). The relationship between teacher leadership style and performance evaluation. (Unpublished doctor dissertation). The graduate school of education of Fordham University.

Wahlean, S. (2002). Teaching skills and academic rewards. Journal of Quality in Higher Education, 8(1), 81-78.

Ardalan, M, Eskandari, A, Gilani, M., & Ataei, N. (2014). A survey of relationship between employeesʼ personality traits and organizational intelligence with intellectual capital management. Quarterly Journal of Research and Planning in Higher Education, 20(1), 123-148 [In Persian].

Barret, A, Sajid, A., & Clegg, J. (2007). Initiatives to improve the quality of teaching and learning a review of recent literature. UNICCO Publication.

Biggs, J., & Tang, C. (2007). Teaching for quality learning at university. Open University Press.

Binti Othman, F. (2009). A study on personality that influences teaching effectiveness. Research report submitted in partial fulfillment of the requirement for the degree of Master of Business Administration.

Bowers, D. G., & Seashore, S. E. (1966). Predicting organizational effectiveness with a four-factor theory of leadership. Administrative Science Quarterly, 11(2), 238-263.

Brown, T. A. (2006). Confirmatory factor analysis for applied research. Guilford Press.

Caplan, B. (2003). Stigler-Becker versus Myers-Briggs: Why preference-based explanations are scientifically meaningful and empirically important. Journal of Economic Behavior and Organization, 50(4), 391-405.

Clayson, D. E., & Sheffet, M. J. (2006). Personality and the student evaluation of teaching. Journal of Marketing Education, 28(2), 149-160.

Costa, J. R. McCrae, P. T., & Holland, J. L. (1984). Personality and vocational interests in an adult sample. Journal of Applied Psychology, 69, 390–400.

Cutchin, G. C. (1999). Relationships between the Big Five personality factors and performance criteria for in-service high school teachers. Dissertation Abstracts Internationa, 59, 2263.

Darling-Hammond, L. Holtzman, D. Catlin, S., & Vasquez, J. (2005). Does teacher preparation matter? Evidence about teacher certification, teach For America, and teacher effectiveness. Education Policy Analysis Archive, 13(42), 41-52.

Feldman, K. A. (1986). The perceived instructional effectiveness of college teachers as related to their personality and attitudinal characteristics: A review and synthesis. Research in Higher Education, 24, 129–213.

Fiedler, F. E., & Chemers, M. (1984). Improving leadership effectiveness: The leader match concept, New York, and John Wiley Press.

Ghorbani, R. Haji-Aghajani, S. Heidarifar, M. Andade, F., & Shams-Abadi, M. (2009). Viewpoints of nursing and para-medical students about the features of a good university lecturer. Koomesh, 10 (2), 77-84. [In Persian]

Halpin, A. W. (1959). Leader behavior of school superintendents. Chicago: Midwest Administration Center of the University of Chicago.

Halpin, C.A. (1966). Theory and research in administration. New York, McMillan Co. Ltd.

Harandi Zadeh, E. Naeimi, A. Pezeshki Rad, G., & Namdar, R. (2011). The analysis of good faculty characteristics from students’ perspective at the college of agriculture, Tarbiat Modares University. Quarterly journal of Research and Planning in Higher Education, 16 (4), 41-55 [In Persian].

Hersey, P., & Blanchard, K. H. (1999). Organizational behavior management: Utilizing human resources. (K. Ghasm, Trans.). Tehran: Jahade Daneshgahi Publication [In Persian].

Hoseinian, S. Azimipour, p. Karami, A. Yazdi, S. M., & Keshavaz, G. (2012). A study of the psychometrical features of Enneagram personality types. Quarterly Journal of Career & Organizational Counseling, 12(4), 125-144 [In Persian].

Howes, C. Burchinal, M. R. Pianta, R. C. Bryant, D. Early, D., & Clifford, R. (2008). Ready to learn? Children’s pre-academic achievement in pre-kindergarten classrooms. Early Childhood Research Quarterly, 23, 27–50.

Hoy, W. K., & Miskel, C, R. (1987). Educational administration: Theory and practice (3^rd Ed). New York: Random House.

Ingersoll, R. (2003). Teacher turnover and teacher shortages: An organizational analysis. American Educational Research Journal, 38(3), 499-534.

Ivancevich, J. M., Konopaske, R., & Matteson, M. T. (2010). Organizational behavior and management, 9th Edition. Toronto: McGraw-Hill, Irwin.

Judge, T. A. Piccolo, R. F., & Ilies, R. (2004). The forgotten ones? The validity of consideration and initiating structure in leadership research, Journal of Applied Psychology, 89(1), 36–51.

Kast, F., & Rosenzweig, J. E. (1985). Organization and management, New York, McGraw Hill.

Kline, R. B. (2005). Principles and practice of structural equation modeling. New York: The Guilford Press.

Maaroofi, Y., Kiamanesh, A. R., Mehrmohammadi, M., & Aliasgari, M. (2008). Evaluating teaching quality in higher education. Journal of Curriculum Studies, 5(1), 25-38 [In Persian].

Marsh H. W. (1983). Multidimensional ratings of teaching effectiveness by students from different academic settings and their relation to student / course / instructor characteristics. Journal of Educational Psychology, 75(1), 150-166.

McShane, S. L., & Von-Glinow, M. A. (2008). Organizational behavior: Emerging realities for the workplace revolution. 2nd Ed. New York: McGraw-Hill. Irwin.

Mori, S., & Tanabe, Y. (2012). Effects of perceived teacher personality on student class evaluations. Kinki University Center for Liberal Arts and Foreign Language. Education Journal (Foreign Language Edition), 3(1), 163-181.

Murray, H. G., Rushton, J. P., & Paunonen, S. V. (1990). Teacher personality traits and student instructional ratings in six types of university courses. Journal of Educational Psychology, 82, 250-261.

Organ, D. W., & Ryan, K. A. (1995). Meta-analytic review of attitudinal and dispositional predictors of organizational citizenship behavior. Personnel Psychology, 48, 775–802.

Pakmehr, H., Jafari Sani, H., Saeedy, M., & Kareshki, H. (2011). Teaching quality in higher education: Education or research? Paper presented in the Frist National Conference on Education in 2014 Iran. Tehran [In Persian].

Pakmehr, H., Jafari Sani, H., Saeedy, M., Rezvani, M., & Kareshki, H. (2012). The role of teaching quality and its components on developing critical thinking in students: opportunities and challenges of curriculum in higher education. Journal of Educational Psychology Studies, 9(16), 18-36 [In Persian].

Patrick, C. L. (2011). Student evaluations of teaching: Effects of the Big Five personality traits, grades and the validity hypothesis. Assessment and Evaluation in Higher Education, 36(2), 239-249.

Pervin, L. A., Cervone, D., & John, O. P. (2005). Personality: Theory and research.  New York: Wiley.

Poorkareemee, J. (2010). Achievement motivation and leadership style among Tehran elementary   schools' principals. Quarterly Journal of New Thoughts on Education, 6(3), 27-44 [In Persian].

Porter, G., & Magee, K. (2004). Teacher Quality, Controversy, NCLB. The Clearing House, 78(1), 26-29.

Ramezani, T., & Dortaj Ravari, E. (2010). Characteristics of effective teachers and pertinent effective educational factors according to the teachers and students’ points of view in nursing schools. Kerman University of Medical Sciences. Strides Dev Med Educ., 6(2), 139-148 [In Persian].

Rezaeean, A. (2007). Organizational behavior management: Concepts, theories and application. Tehran: Elm VA Adab Publication [In Persian].

Rice, J. (2003). Teacher quality: Understanding the effectiveness of teacher attributes. Washington DC: Economic Policy Institute.

Saadatmand, A. (2003). Investigate the relationship between leadership behavior and burnout among heads of departments and faculty members at the University of Isfahan, (Unpublished master thesis), Isfahan University [In Persian].

Safari, S., & Goodarzi, H. (2009). A study of the relationship between personality characteristics and job burnout among faculty members and staffs at Islamic Azad University, Azadshahr Branch. Quarterly Journal of Educational Leadership & Administration, 3(3), 85-101 [In Persian].

Schultz, D. P., & Schultz, S. E. (2009). Theories of personality. Wadsworth, Cengage Learning.

Shabani Varaki, B., & Hosseingholizadeh, R. (2006). Evaluating college teaching qualities. Quarterly Journal of Research and Planning in Higher Education, 12(1), 1-21 [In Persian].

Sharifian, F., Nasr, A., & Abedi, L. (2006). Developing effective teaching indicators in universities and higher education institutions and its accomplishment in Isfahan University. Quarterly Journal of Research and Planning in Higher Education, 11(3), 25-52 [In Persian].

Shumway, J. M., & Harden, R. M. (2003). The assessment of learning outcomes for the competence and reflective physician. Medical Teacher, 25(6), 56-84.

Tanabe, Y., & Mori, S. (2013). Effects of perceived teacher personality on student class evaluations: A comparison between Japanese instructors and native English speaking instructors. International Journal of English Linguistics, 3(3), 53-65.

Thomas, D. J. (2007). The relationship between teacher leadership style and performance evaluation. (Unpublished doctor dissertation). The graduate school of education of Fordham University.

Wahlean, S. (2002). Teaching skills and academic rewards. Journal of Quality in Higher Education, 8(1), 81-78.