Edited.thesis Osea

7/29/2019 Edited.thesis Osea

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CENTRAL BICOL STATE UNIVERSITY OF AGRICULTURE

San Jose, Pili, Camarines Sur

COLLEGE OF DEVELOPMENT EDUCATION

Educational Research

(EDUC 12)

RESEARCH PROPOSAL

PERSONALITY TRAIT OF BSE AND BEED STUDENTS

AND THEIR CHOICE OF BACHELOR'S DEGREE IN EDUCATION

Submitted to:

Prof. Gloria B. Osea Ph. D

Submitted by:

Villamayor, Gemma P.

Polinag, Leah Corazon A.

Masamayor, Catherine Joy T.

(BSE 3A)


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CHAPTER 1

INTRODUCTION

We are pebbles in the seashore; different sizes, colors,

texture and have its unique identity among others. Varied

personality trait can be distinguished as a primary enforcer on

how individual sees the world and act on it. An individual

characteristics is said o be envelop in such patterns of

behavior, motivation and way of thinking that conform to his/her

personal characteristics.

Furthermore, these attributes or personal will give bright

perspective to the teaching profession. These will also serve as

an integral pipe hole which connect these personality traits on

the production of an ideal teacher. To be such an ideal teacher

you should have the innate qualities of being the medium of

learning and be socially-inclined to barter yourself to the

learner. Before making any career decision, people who dreamt to

be a catalyst in the four pillars of classroom must indulge in

introspection as a means of understanding their personality.

Self-evaluation plays a pivotal role in breaking down every

bit of you as a human being and as a member of the society.

Researchers and studies agreed that in choosing education as a

course has a huge qualification before administering any person


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to take up this course. The field of education is somewhat a

dependent variable in the personality trait. There are test

which are structured specifically to determine what kind of

personality you have.

Based from the Big Five or the Five Factor Theory of

Hans Eysenck, the Big Five framework of personality traits from

Costa & McCrae, 1992 emerged as a robust model for understanding

the relationship between personality and various academic

behaviors.

Big Five personality traits had been widely accepted and

conducted worldwide in various regions of North America, South

America, Western Europe, Eastern Europe, Southern Europe, Middle

East, Africa, Oceania, South and Southeast Asia and East Asia.

This test conceptualizes the idea that students in various

universities are subjected to the multiple personality traits.

In Philippine Educational System, this idea and study is still

not completely accepted due to insufficient knowledge on the

specifics about the significance of personality trait.

In and facilitation of the Big Five or the Five Factor

Theory and the Five framework of personality traits from Costa &

consideration McCrae,1992 this study seek to determine the

different Personality traits of BSE and BEED students of the

College of Development Education and its significant


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STATEMENT OF THE PROBLEM

This study is sought to find out the personality trait of

BSE and BEED students in relation to their choice of Bachelor's

Degree in Education.

1.What is the socio demographic profile of BEED and BSEstudents?

2.What are the personality traits of BSE and BEED students ofCDE?

3.What are the teacher personality types of BSE and BEEDstudents that serve as a factor in choosing Bachelor's

Degree in Education?

4.What choices in Bachelors Degree in Education do CDEoffers to Education students?

5.Is there a significant difference between the personalitytrait of BSE and BEED students of CDE in relation to their

choice of Bachelor's Degree in Education?


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OBJECTIVES

The main objective of this study is to determine the

personality trait of BSE and BEED students of CDE which serve as

the main factor of their choice of Bachelor's Degree in

Education. Specifically, to achieve the following:

1.To determine the socio demographic profile of BEED and BSEstudents.

2.To describe the personality trait of BSE and BEED students

of CDE.

3.To identify the teacher personality type of BSE and BEEDstudents that serve as a factor in choosing their

Bachelor's Degree in Education.

4.To identify the choices in Bachelors Degree in Educationoffered by CDE.

5.To determine the significant difference between thepersonality trait of BSE and BEED students of CDE in

choosing their Bachelor's Degree in Education.


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SIGNIFICANCE OF THE STUDY

Determining and understanding individuals personality

traits and teacher personality as factors on the choice of

Bachelors Degree in Education will provide a great significance

to the following:

PARENTS

This study helps the parents to fully understand their

childs personality which serve as their driving force in

choosing Bachelors Degree in Education, whether BEED or BSE.

TEACHERS

The outcome of this study will definitely help CDE teachers

to assist and assess students on what Bachelors Degree in

Education (BEED or BSE) accordingly on their personality traits.

GUIDANCE COUNSELOR

This study will provide additional knowledge to organize

program which caters the need of a good service to the students

specifically on career choice counseling.

OTHER RESEARCHER

The result of this study can succor researches in terms of

references in the future conduct of another study concerning


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individuals personality traits and teacher personality which

may not be described in the present study. This plays an

enormous influence on the choice of Bachelors Degree in

Education of BEED and BSE students.

SCHOOL ADMINISTRATION

This study helps them into realization of the

implementation of the futuristic strengthened program that will

build students academically and non-academically armored for

their life endeavor.

The result of this study will lead to a conduct of

personality trait test for students who want to take Education

as their course and to avoid mismatch as to what Bachelors

Degree in Education they fit.


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SCOPE AND LIMITATION

The study focuses mainly on determining the Personality

Trait and Teacher Personality Type of BSE and BEED students in

CBSUA for S/Y 2012-2013. This will assess the role of

personality trait in choosing their current Bachelor's Degree in

Education.

The respondents of this study are the First year to Third

year BSE and BEED students of College of Development Education

of CBSUA. The researchers will use proportional allocation of

sampling method.

The researches will use the Big Five Personality trait test

and Teacher personality Test as instruments for data collection.

The researchers looked into the personality trait which

could have influenced their choice of Bachelors Degree in

Education through conducting a set of personality trait and

teacher personality test.

This research is to be started on December 2012 and to be

finished on March 2013.


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CHAPTER 2

RELATED LITERATURE

The researchers searched and have read several studies

concerning this study. They consider some constantive views and

theory of various respective authors. With these, they may be

able to cluster important information essential for the success

of the study from books, thesis and proposal.

"BIG FIVE" OR THE "FIVE FACTOR" THEORY

More recently, a number of researchers have been using the

latest in computer technology to redo the work that Hans Eysenck

and other earlier researchers did in far more laborious ways.

This has lead to what is known as the "big five" or the "five

factor" theory.

The Big Five framework of personality traits from Costa &

McCrae, 1992 emerged as a robust model for understanding the

relationship between personality and various academic behaviors.

The Big Five factors are:

Openness (inventive/curious vs. consistent/cautious)

Conscientiousness (efficient/organized vs. easy-

going/careless)


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Extraversion (outgoing/energetic vs. solitary/reserved)

Agreeableness (friendly/compassionate vs. cold/unkind)

Neuroticism (sensitive/nervous vs. secure/confident)

Acronyms commonly used to refer to the five traits

collectively are OCEAN, NEOAC, or CANOE.

Beneath each factor, a cluster of correlated specific

traits are found; for example, extraversion includes such

related qualities as gregariousness, assertiveness, excitement

seeking, warmth, activity and positive emotions.

The five factors

The factors of the Big Five and their constituent traits

can be summarized as:

Openness to experience (inventive/curious vs.

consistent/cautious). Appreciation for art, emotion, adventure,

unusual ideas, curiosity, and variety of experience. Openness

reflects the degree of intellectual curiosity, creativity and a

preference for novelty and variety. Some disagreement remains

about how to interpret the openness factor, which is sometimes

called "intellect" rather than openness to experience.

Conscientiousness (efficient/organized vs. easy-

going/careless). A tendency to show self-discipline, act


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dutifully, and aim for achievement; planned rather than

spontaneous behavior; organized, and dependable.

Extraversion (outgoing/energetic vs. solitary/reserved).

Energy, positive emotions, assurgency, assertiveness,

sociability and the tendency to seek stimulation in the company

of others, and talkativeness.

Agreeableness (friendly/compassionate vs. cold/unkind). A

tendency to be compassionate and cooperative rather than

suspicious and antagonistic towards others.

Neuroticism (sensitive/nervous vs. secure/confident). The

tendency to experience unpleasant emotions easily, such as

anger, anxiety, depression, or vulnerability. Neuroticism also

refers to the degree of emotional stability and impulse control,

and is sometimes referred by its low pole "emotional

stability".

The initial model was advanced by Ernest Tupes and Raymond

Christal in 1961, but failed to reach an academic audience until

the 1980s. In 1990, J.M. Digman advanced his five factor model

of personality, which Goldberg extended to the highest level of

organization. These five overarching domains have been found to

contain and subsume most known personality traits and are

assumed to represent the basic structure behind all personality

traits. These five factors provide a rich conceptual framework


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for integrating all the research findings and theory in

personality psychology. The Big Five traits are also referred to

as the "Five Factor Model" or FFM, and as the Global Factors of

personality.

At least four sets of researchers have worked independently

for decades on this problem and have identified generally the

same Big Five factors: Tupes & Cristal were first, followed by

Goldberg at the Oregon Research Institute, Cattell at the

University of Illinois, and Costa and McCrae at the National

Institutes of Health. These four sets of researchers used

somewhat different methods in finding the five traits, and thus

each set of five factors has somewhat different names and

definitions. However, all have been found to be highly inter-

correlated and factor-analytically aligned.

Because the Big Five traits are broad and comprehensive,

they are not nearly as powerful in predicting and explaining

actual behavior as are the more numerous lower-level traits.

Many studies have confirmed that in predicting actual behavior

the more numerous facet or primary level traits are far more

effective (e.g. Mershon & Gorsuch, 1988; Paunonon & Ashton,

2001)


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When scored for individual feedback, these traits are

frequently presented as percentile scores. For example, a

Conscientiousness rating in the 80th percentile indicates a

relatively strong sense of responsibility and orderliness,

whereas an Extraversion rating in the 5th percentile indicates

an exceptional need for solitude and quiet. Although these trait

clusters are statistical aggregates, exceptions may exist on

individual personality profiles. On average, people who register

high in Openness are intellectually curious, open to emotion,

interested in art, and willing to try new things. A particular

individual, however, may have a high overall Openness score and

be interested in learning and exploring new cultures but have no

great interest in art or poetry.

The most frequently used measures of the Big Five comprise

either items that are self-descriptive sentences or, in the case

of lexical measures, items that are single adjectives. Due to

the length of sentence-based and some lexical measures, short

forms have been developed and validated for use in applied

research settings where questionnaire space and respondent time

are limited, such as the 40-item balanced International English

Big-Five Mini-Markers or a very brief (10 item) measure of the

Big Five domains.


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Validity of the Big Five

In a 1981 symposium in Honolulu, four prominent

researchers, Lewis Goldberg, Naomi Takemoto-Chock, Andrew

Comrey, and John M. Digman, reviewed the available personality

tests of the day. They concluded[citation needed] that the tests

which held the most promise measured a subset of five common

factors, just as[citation needed] Norman had discovered in 1963.

This event was followed by widespread acceptance of the five

factor model among personality researchers during the 1980s.

Peter Saville and his team included the five-factor "Pentagon"

model with the original OPQ in 1984. Pentagon was closely

followed by the NEO five-factor personality inventory, published

by Costa and McCrae in 1985.

Various applications

The Big-Five Inventory can be administered by employers to

job applicants. It is believed that the Big-Five traits are

predictive of future performance outcomes. Job outcome measures

include: job and training proficiency and personnel data.

There have also been studies that link national innovation

to openness to experience and conscientiousness. Those who


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express these traits have showed leadership and beneficial ideas

towards the country of origin.

Some businesses, organizations, and interviewees assess

individuals based on their 5 personality traits. Research has

suggested that individuals who are considered leaders typically

exhibit lower amounts of neurotic traits, maintain higher levels

of openness (envisioning success), balanced levels of

conscientiousness (well-organized), and balanced levels of

extraversion (outgoing, but not excessive). Further studies have

linked professional burnout with neuroticism, while linking

extraversion to enduring positive work experience. When it comes

to making money, research has suggested that those who are high

in agreeableness (especially men) are not as successful in

accumulating income. It is possible that these individuals are

too passive and do not aspire to obtain higher levels of income.

Studies have utilized big-five personality inventory in

college students to determine that hope, which is linked to

agreeableness has a positive effect of psychological well being.

Individuals high in neurotic tendencies are less likely to

display hopeful tendencies and are negatively associated with

well-being. Personality can sometimes be flexible and measuring

the big five personality for individuals as they enter certain


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stages of life may predict their educational identity. Recent

studies have suggested the likelihood of an individual's

personality affecting their educational identity.

There have also been studies that link use of social media

to the five traits. On Facebook, the predictor for number of

contacts is also the predictor of friends in the real world

(extraversion). On Twitter, both popular users and influentials

are extraverts and emotionally stable (low in the trait

neuroticism). Popular users are also found to be imaginative

(high in openness), while influentials tend to be organized

(high in conscientiousness).

A validation study, in 1992, conducted by Paul Sinclair and

Steve Barrow, involved 202 Branch Managers from the then TSB

Bank. It found several significant correlations with job

performance across 3 of the Big Five scales. The correlations

ranged from .21 .33 and were noted across 3 scales: High

Extraversion, Low Neuroticism and High Openness to Experience.

Costa and McCrae have built what they call the Five Factor

Theory of Personality as an attempt to explain personality from

the cradle to the grave. They don't follow the lexical


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hypothesis, though, but favor a theory-driven approach inspired

by the same sources as the sources of the Big Five.

Another area of investigation is the downward extension of

Big Five theory, or the Five Factor Model, into childhood.

Studies have found Big Five personality traits to correlate with

children's social and emotional adjustment and academic

achievement. More recently, the Five Factor Personality

Inventory Children was published extending assessment between

the ages of 9 and 18. Perhaps the reason for this recent

publication was the controversy over the application of the Five

Factor Model to children. Studies by Oliver P. John et al. with

adolescent boys brought two new factors to the table:

"Irritability" and "Activity". In studies of Dutch children,

those same two new factors also became apparent. These new

additions "suggest that the structure of personality traits may

be more differentiated in childhood than in adulthood", which

would explain the recent research in this particular area.

PERSONALITY TRAITS

Personality is an individual's unique variations on the

general evolutionary design for human nature, expressed as a

developing pattern of dispositional traits, characteristic

adaptations, and integrative life stories, complexly and


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differentially situated in culture. (McAdams and Pals 2006, p.

212)

Personality is the sum total of individuals characteristics

and ways of behaving which in their organization or patterning

describe an individuals unique adjustment to his

environment.(Hilgard)

Total pattern of characteristic ways of behaving and

thinking that constitute the individuals unique and distinctive

method of adjusting to his environment.(Kagan and Havermann)

Traits are specific qualities of behavior of adjustive

patterns, such as reactions to frustrations, ways of meeting

problems, aggressiveness, defensive behavior and outgoing or

withdrawing behavior in the presence of others. Traits are

integrated with and influenced by the self-concept. Some are

separated and distinct, while others are combined into related

patterns of behavior.

Traits describe relatively stable patterns of behavior,

motivation, emotion, and cognition that are not bound to a

particular socio-cultural context but could be observed in any

such context (e.g. argumentativeness). (Pytlik Zilig, Hemenover,

& Dienstier, 2002; Wilt & Revelle, 2009)

There are two outstanding characteristics in traits. First

is the individuality which is shown in variations in the

quantity of particular trait rather than in trait particular to


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that person. Second is consistency. In here, the person behaves

in approximately the same way in similar situations under

similar conditions.

BACHELORS DEGREE IN EDUCATION

BACHELOR OF ELEMENTARY EDUCATION (BEED) is a four year degree

program in the Philippines that will train you in teaching grade

school students. BEED has two specializations: Bachelor in

elementary education, major in Preschool and Special education.

Enrolling in either of these programs will help you learn about

the basic concepts and theories of teaching, techniques for

simplifying learning and the effect of child and adolescent

development on students ability to learn.

BACHELOR IN SECONDARY EDUCATION (BSE) is a four year program in

the Philippines that will prepare you in teaching secondary

school. It has several areas of specialization. English,

Filipino, Math, Music, Arts, Physical and Health education,

Maphe, Biological Science, Physical Science, Social Science,

Technology and Livelihood Education and Values Education.


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THEORETICAL FRAMEWORK

Fig. 1

Figure 1 is the theoretical paradigm of the study where Big

Five of Personality Trait has a significant relationship on the

choice of Bachelor's Degree in Education of BSE and BEED

students.

Personality Trait is perceived to be a factor in the choice

of Bachelor's Degree in Education of the BSE and BEED students.

It is believed that the dominant personality trait of an

individual serve as his/her impetus/driving force in choosing

the most fitted career patterned to his/her personality.

This study is anchored on Costa and McCrea Theory of Big

Five Personality trait. This theory has Strong influence on the

career choice of students.

According to Costa and McCrea, the Big five model of

Personality Trait serves as a robust model for understanding the

Hans Eysenck

theory of Big

Five Personality

Trait

Choice of

Bachelors

Degree in

Education


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relationship between personality and various academic behaviors.

It is an aid in determining their self concept and decision on

choosing a career.

By identifying what kind of personality Trait BSE and BEED

students have, it is easier to decide what career he/she should

pursue.

ASSUMPTIONS

The study was premised on the following assumptions:

1.BEED and BSE students are subjected to admission policy.2.BEED and BSE students posses different personality traits.

3.Big Five Personality trait and Teacher Personality test as

data gathering tools are available for the conduct of this

study of this study.


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CONCEPTUAL FRAMEWORK

Fig. 2

Conceptual model as shown in Figure 2 shows the

relationship between the dependent and independent variables of

the study. The subjects were the First year to Third year BSE

and BEED students of the College of Development Education.

The study was conceived on the idea that personality trait

has a significant relationship on their choice of Bachelor's

Degree.

INDEPENDENT VARIABLE

Socio demographicprofile

Personality Traits- Teacher

personality

DEPENDENT VARIABLE

Choice of

Bachelors Degree in

Education of BSE and

BEED students


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DEFINITION OF TERMS

Personality

Personality is the sum total of individuals characteristics

and ways of behaving which in their organization or patterning

describe an individuals unique adjustment to his

environment.(Hilgard)

Traits

Traits are specific qualities of behavior of adjustive

patterns, such as reactions to frustrations, ways of meeting

problems, aggressiveness, defensive behavior and outgoing or

withdrawing behavior in the presence of others. Traits are

integrated with and influenced by the self-concept. Some are

separated and distinct, while others are combined into related

patterns of behavior.

Big Five Model

The Big Five model is a comprehensive, empirical, data-

driven research finding. Identifying the traits and structure of

human personality has been one of the most fundamental goals in

all of psychology. The five broad factors were discovered and

defined by several independent sets of researchers. These


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researchers began by studying known personality traits and then

factor-analyzing hundreds of measures of these traits (in self-

report and questionnaire data, peer ratings, and objective

measures from experimental settings) in order to find the

underlying factors of personality.

The Big Five Factors

Openness to experience

Openness is a general appreciation for art, emotion,

adventure, unusual ideas, imagination, curiosity, and variety of

experience. People who are open to experience are intellectually

curious, appreciative of art, and sensitive to beauty. They tend

to be, when compared to closed people, more creative and more

aware of their feelings. They are more likely to hold

unconventional beliefs. Another characteristic of the open

cognitive style is a facility for thinking in symbols and

abstractions far removed from concrete experience. People with

low scores on openness tend to have more conventional,

traditional interests. They prefer the plain, straightforward,

and obvious over the complex, ambiguous, and subtle. They may

regard the arts and sciences with suspicion or view these

endeavors as uninteresting. Closed people prefer familiarity

over novelty; they are conservative and resistant to change.


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Sample openness items

I have a rich vocabulary.

I have a vivid imagination.

I have excellent ideas.

I am quick to understand things.

I use difficult words.

I spend time reflecting on things.

I am full of ideas.

I am not interested in abstractions. (reversed)

I do not have a good imagination. (reversed)

I have difficulty understanding abstract ideas. (reversed)

Conscientiousness

Conscientiousness is a tendency to show self-discipline,

act dutifully, and aim for achievement against measures or

outside expectations. The trait shows a preference for planned

rather than spontaneous behavior. It influences the way in which

we control, regulate, and direct our impulses. According to a

study conducted at Michigan State University, it was found by

R.E. Lucas and his colleagues that the average level of

conscientiousness augmented among young adults and then declined

among older adults.


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Sample conscientiousness items

I am always prepared.

I pay attention to details.

I get chores done right away.

I like order.

I follow a schedule.

I am exacting in my work.

I leave my belongings around. (reversed)

I make a mess of things. (reversed)

I often forget to put things back in their proper place.

(reversed)

I shirk my duties. (reversed)

Extraversion

Extraversion is characterized by positive emotions,

surgency, and the tendency to seek out stimulation and the

company of others. The trait is marked by pronounced engagement

with the external world. Extraverts enjoy being with people, and

are often perceived as full of energy. They tend to be

enthusiastic, action-oriented individuals who are likely to say

"Yes!" or "Let's go!" to opportunities for excitement. In groups

they like to talk, assert themselves, and draw attention to

themselves.


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Introverts have lower social engagement and activity levels

than extraverts. They tend to seem quiet, low-key, deliberate,

and less involved in the social world. Their lack of social

involvement should not be interpreted as shyness or depression.

Introverts simply need less stimulation than extraverts and more

time alone. They may be very active and energetic, simply not

socially.

Extraversion indicates how outgoing and social a person is.

A person who scores high in extraversion on a personality test

is the life of the party. They enjoy being with people,

participating in social gatherings, and are full of energy. A

person low in extraversion is less outgoing and is more

comfortable working by himself.

Sample extraversion items

I am the life of the party.

I don't mind being the center of attention.

I feel comfortable around people.

I start conversations.

I talk to a lot of different people at parties.

I don't talk a lot. (reversed)

I keep in the background. (reversed)

I have little to say. (reversed)


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I don't like to draw attention to myself. (reversed)

I am quiet around strangers. (reversed)

Agreeableness

Agreeableness is a tendency to be compassionate and

cooperative rather than suspicious and antagonistic towards

others. The trait reflects individual differences in general

concern for social harmony. Agreeable individuals value getting

along with others. They are generally considerate, friendly,

generous, helpful, and willing to compromise their interests

with others. Agreeable people also have an optimistic view of

human nature.

Although agreeableness is positively correlated with good

team work skills, it is negatively correlated with leadership

skills. Those who voice out their opinion in a team environment

tend to move up the corporate rankings, whereas the ones that

don't remain in the same position, usually labeled as the

followers of the team.

Disagreeable individuals place self-interest above getting

along with others. They are generally unconcerned with others

well-being, and are less likely to extend themselves for other


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people. Sometimes their skepticism about others motives causes

them to be suspicious, unfriendly, and uncooperative.

A person with a high level of agreeableness in a

personality test is usually warm, friendly, and tactful. They

generally have an optimistic view of human nature and get along

well with others. A person who scores low on agreeableness may

put their own interests above those of others. They tend to be

distant, unfriendly, and uncooperative.

Sample agreeableness items

I am interested in people.

I sympathize with others' feelings.

I have a soft heart.

I take time out for others.

I feel others' emotions.

I make people feel at ease.

I am not really interested in others. (reversed)

I insult people. (reversed)

I am not interested in other people's problems. (reversed)

I feel little concern for others. (reversed)


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Neuroticism

Neuroticism is the tendency to experience negative

emotions, such as anger, anxiety, or depression. It is sometimes

called emotional instability, or is reversed and referred to as

emotional stability. According to Eysencks (1967) theory of

personality, neuroticism is interlinked with low tolerance for

stress or aversive stimuli. Those who score high in neuroticism

are emotionally reactive and vulnerable to stress. They are more

likely to interpret ordinary situations as threatening, and

minor frustrations as hopelessly difficult. Their negative

emotional reactions tend to persist for unusually long periods

of time, which means they are often in a bad mood. These

problems in emotional regulation can diminish the ability of a

person scoring high on neuroticism to think clearly, make

decisions, and cope effectively with stress. Lacking contentment

in one's life achievements can correlate to high Neuroticism

scores and increase a person's likelihood of falling into

clinical depression.

At the other end of the scale, individuals who score low in

neuroticism are less easily upset and are less emotionally

reactive. They tend to be calm, emotionally stable, and free

from persistent negative feelings. Freedom from negative


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feelings does not mean that low scorers experience a lot of

positive feelings.

Research suggests extraversion and neuroticism are negatively

correlated.

Emotional stability refers to a person's ability to remain

stable and balanced. At the other end of the scale, a person who

is high in neuroticism has a tendency to easily experience

negative emotions. Neuroticism is similar but not identical to

being neurotic in the Freudian sense. Some psychologists prefer

to call neuroticism by the term emotional stability to

differentiate it from the term neurotic in a career test.

Sample neuroticism items

I am easily disturbed.

I change my mood a lot.

I get irritated easily.

I get stressed out easily.

I get upset easily.

I have frequent mood swings.

I often feel blue.

I worry about things.

I am relaxed most of the time. (reversed)

I seldom feel blue. (reversed)


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Teacher Personality

You have the Strict Disciplinarian Personality:

You love the sound of silence. You pride yourself on

keeping order in your world - your room. If students speak out

of turn or pass notes or worse, you are right on it. While

students don't necessarily consider you their best friend,

learning does take place in your room.

Seriously though:

You have to be careful. Many times strict disciplinarians

have problems with balance. It is hard to balance being strict

with not becoming overbearing. Students should want to come to

your class to learn. They should not be afraid of you. Stay away

from yelling and make sure that you are always consistent and

fair. You can have your 'peace' and enjoy it too.

You have the More Coach Than Teacher Personality:

You love coaching. Teaching is just something you do in

order to allow you to coach. Not that you have anything against

education and teaching, you just wish you were out on the

fields, playing some ball.


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Seriously though:

The above description was tongue in cheek. There are many

coaches who are excellent teachers. Just make sure that you are

creating and following through on lesson plans, and more

importantly that you are always being fair and consistent in

your room. Even if it is not true, many students have the

perception that their teachers who are coaches give special

preference to athletes. You have to be extra careful.

You have the Ditto Master Teacher Personality:

You are someone who really enjoys giving and grading

'dittos' or worksheets. While some students might call it busy

work, you think that worksheets are an excellent way to keep

students occupied while helping them learn about the content

that was covered through lecture and/or reading. Be careful,

however, that you do not just rely on book-created worksheets.

Also, make sure that you speak every once in awhile so the

students know you are still there.

Seriously though:

All kidding aside, there are some teachers who rely

inordinately on worksheets. They are the ones who have the

dittos ready for the students at the beginning of class and


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never speak until the end. If you have a tendency towards this.

fight against it. You will never win teacher of the year this

way!

You have the Popular Teacher Personality:

Kids love you. Other teachers want to be you. Students get

each year's new schedule hoping your name is on it. You are

someone who really knows how to get along with the kids. You are

funny and cool in a non-geeky way. Congratulations!

Seriously though:

All kidding aside, life is easier for a popular teacher in

many ways. However, there are some drawbacks. Students never

leave you alone! They are always hanging around your room after

school. You have to be careful not to become too friendly with

kids and allow this to cause you to decrease the quality of your

teaching.

You have the Walking Carpet Personality:

You are always being walked over by your students. Your

room often seems like a party. Unfortunately, you do not usually

have control. Very little learning occurs and when it does you

really feel like you've accomplished something. You don't know

how to say no and kids know it. Your reputation precedes you


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from year to year. Kids either love your class or hate it

depending on their goals.

Seriously though:

If you are currently teaching, you have to change things

immediately. That's easier said than done. It's always easier to

get easier as the year goes on. Make small steps. Institute a

new rule at a time. Create an incentive system for good

behavior. If, on the other hand, you are becoming a teacher and

have this personality, fight against it. Students will quickly

learn how to bamboozle you and you will find that teaching is

much hard than need be.

HYPOTHESIS

There is no relationship between the different personality

traits of BEED and BSE students and their choice of Bachelor's

Degree in Education.

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