Back
 OALibJ  Vol.1 No.7 , October 2014
Teacher’s Personality: Reflected by Responding to the Environmental Stimuli Instead of Reacting
C. Girija Navaneedhan
Show more
Abstract: In psychological terms personality is defined as the particular combination of emotional, attitudinal, and behavioral response patterns of an individual. It is believed philosophically that the personality of an individual is determined by following factors namely: 1) freedom vs determinism, 2) heredity vs environment, 3) uniqueness vs universality, 4) activeness vs reactiveness, 5) optimism vs pessimism. The paper work focuses on finding how teacher’s personality is reflected by being intuitive that is responding to the external stimuli rather than reacting to it. A survey was conducted on a group of 100 B. Ed students in the age group of 23 to 40 years consisting of 60 females and 40 males. The personality determinant questionnaire prepared by H. J. Eysenck consists of 86 questions with the possibility of choosing only one answer to each of the questions. The result of the study indicated that 70% of the total population showed extraversion and impulsive personality trait.
Keywords: Personality, Reflection, Characteristics, Respond
Cite this paper: Navaneedhan, C. (2014) Teacher’s Personality: Reflected by Responding to the Environmental Stimuli Instead of Reacting. Open Access Library Journal, 1, 1-5. doi: 10.4236/oalib.1101019.
References

[1]   Berry, B. (2002) What It Means to Be a “Highly Qualified Teacher”. Southeast Center for Teaching Quality.

[2]   Cruickshank, D.R., Jenkins, D.B. and Metcalf, K.K. (2003) The Act of Teaching. McGraw-Hill, New York.

[3]   Irvine, J.J. (2001) Caring, Competent Teachers in Complex Classrooms. AACTE Publications, Washington DC.

[4]   Renzulli, J.S. (1980) Will the Gifted Child Movement Be Alive and Well in 1990? Gifted Child Quarterly, 24, 3-9.
http://dx.doi.org/10.1177/001698628002400102

[5]   Bishop, W.E. (1980) Successful Teachers of the Gifted. In: Renzulli, J.S. and Stoddard, E.P., Eds., Under One Cover: Gifted and Talented Education in Perspective, Council for Exceptional Children, Reston, 152-160.

[6]   Lewis, J.F. (1982) Bulldozers or Chairs? Gifted Students Describe Their Ideal Teacher. The Gifted Child Today, 16-19.

[7]   Abel, T. and Karnes, F.A. (1994) Teacher Preferences among the Lower Socioeconomic Rural and Suburban Advantaged Gifted Students. Roeper Review, 17, 52-57.
http://dx.doi.org/10.1080/02783199409553619

[8]   Beebe, et al. (2000) Interpersonal Communication: Relating to Others. 2nd Canadian Edition, Allyn and Bacon, Scarborough.

[9]   Bodenhausen, G.V. (2007) Editorial. Personality and Social Psychology Review, 11, 3.
http://dx.doi.org/10.1177/1088868306296187

 
 
Top