ERIC Number: ED064229
Record Type: RIE
Publication Date: 1972-Jan
Reference Count: 0
Personality Correlates of Teacher-Student Behavior in the College Classroom. Final Report.
This project investigated the relationship of classroom behavior to students' personality traits, students' perceptions of teachers' traits, teachers' self-described traits, and the discrepancies between students' preferences for teacher traits and their observation of them. Teachers were graduate assistants conducting discussion sections in social-behavioral science courses. At the beginning of a semester, 55 teachers and their students described themselves on the Gordon Personal Profile; at the beginning of the next semester, 51 teachers described themselves on the Gordon Personal Inventory, while students used the instrument to indicate the traits they preferred in their teacher. Major findings were that 1) classroom behavior was more closely related to students' perceptions of teacher personality than to teachers' or students' self-described traits; 2) teacher skill, teacher support, and student involvement were correlated positively, while negative affect in the classroom was correlated negatively, with students' perceptions of teachers' vigor, original thinking, and personal relations; and 3) the greater the discrepancy between students' preference for and observation of teacher traits, the less favorably they rated teacher skill, and the more negative affect they reported. Implications for professional training and improvement of college teaching were described. Appendixes, tables and a 26-item bibliography are included. (Author/MJM)
Publication Type: N/A
Education Level: N/A
Sponsor: Office of Education (DHEW), Washington, DC. Bureau of Educational Research and Development.
Authoring Institution: Illinois Univ., Urbana. Dept. of Psychology.