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

Yarmihammadzadeh, Payman; Feizi, Ayoub; Mohammadian, Kouyestan; Hgh Atabay, Amaneh

Manuscript ID : 533370 Visit : 205 Page: 29 - 51

Article Type: Original Research

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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