This mixed methods study was concerned with the relationship between teachers’ personality traits and teachers’ self-efficacy and their impact on student learning. The study utilized descriptive statistics, correlational analysis, one-way ANOVA, and a focus group interview to answer seven underlying questions that would lead to a clear understanding of the overarching research question, do teacher personality traits and teacher self-efficacy impact student learning? Quantitative and qualitative research results indicated that participants perceived the personality traits conscientiousness, agreeableness, and openness to have an impact of student learning. Participants also suggested that teacher self-efficacy played an even more significant role in student learning.
|Advisor:||Trahan, Mitzi P.|
|Commitee:||Campbell, Kathleen T., Davis, Tarrah C.|
|School:||University of Louisiana at Lafayette|
|School Location:||United States -- Louisiana|
|Source:||DAI-A 80/08(E), Dissertation Abstracts International|
|Subjects:||Educational evaluation, Educational leadership, Educational psychology, Personality psychology|
|Keywords:||Big five personality traits, Student learning, Teacher self-efficacy|
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