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Dissertation/Thesis Abstract

A Mixed Methods Study Exploring the Implications of the Big Five Personality Traits and Teacher Self-Efficacy on Student Learning
by Kennedy, Lora Lee Harvey, D.E., University of Louisiana at Lafayette, 2018, 185; 13422309
Abstract (Summary)

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.

Indexing (document details)
Advisor: Trahan, Mitzi P.
Commitee: Campbell, Kathleen T., Davis, Tarrah C.
School: University of Louisiana at Lafayette
Department: Educational Leadership
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
Publication Number: 13422309
ISBN: 978-1-392-04232-8
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