An Examination of Teacher Perceptions of Professional Development through the Framework of Individual Personality Traits

Literaturnachweis - Detailanzeige

Trefferliste

Autor/in	Burch, Stacie Quijada
Titel	An Examination of Teacher Perceptions of Professional Development through the Framework of Individual Personality Traits
Quelle	(2016), (150 Seiten) PDF als Volltext Verfügbarkeit Ph.D. Dissertation, Northcentral University
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISBN	978-1-3398-3058-2
Schlagwörter	Hochschulschrift; Dissertation; Teacher Attitudes; Faculty Development; Personality Traits; Qualitative Research; Grounded Theory; Elementary School Teachers; Secondary School Teachers; Personality Measures; Questionnaires; Content Analysis; Skill Development; Teacher Effectiveness; Maryland + Suchen Sie Ihr Suchwort? Thesis; Dissertations; Academic thesis; Lehrerverhalten; Individual characteristics; Personality characteristic; Persönlichkeitsmerkmal; Qualitative Forschung; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Fragebogen; Inhaltsanalyse; Kompetenzentwicklung; Qualifikationsentwicklung; Effectiveness of teaching; Instructional effectiveness; Lehrerleistung; Unterrichtserfolg
Abstract	The emphasis placed on the need to develop and improve the skills of teachers in order to ensure that every child has a highly effective teacher has led to research that indicates that factors other than educational background and experience influence teacher behaviors. Research in the area of teacher development and learning indicated that personality trait analysis is a useful tool for analyzing dispositions and the prediction of occupational effectiveness. Research also indicated that personality traits influence how people learn. A lack of understanding of how these traits influence a teacher's perceptions of professional development and an individual's ability or willingness to learn new techniques provided in professional development programs can result in adverse effects on student outcomes. The purpose of this qualitative grounded theory study was to explore teacher perceptions of professional development through the framework of their personalities. The study included 17 teachers from elementary and secondary schools in Maryland. Each teacher completed a validated personality trait questionnaire in conjunction with a professional development program. An open-ended questionnaire, specifically developed for this project, was used to gather information on each individual's perceptions of the purpose of or reason for professional development programs, professional development as a whole, and their willingness to implement information and techniques introduced in professional development programs. Participant questionnaires were sorted according to personality traits and content analysis was used to identify patterns within the categories of purpose of or reasons for professional development, quality of the program, willingness to implement information techniques in professional development programs, and perceptions of administrative support. This process resulted in four overlapping themes: (a) personality trait analysis plays an important role in teacher professional development as a tool for improving skills and student outcomes, (b) personality traits play an important role in teacher perceptions, dispositions, and behaviors, (c) teacher perceptions and dispositions, as influenced by his or her personality traits, effect how he or she approaches professional development programs, and (d) acknowledging personality trait difference can improve the outcomes of professional development programs. The findings from this study add to the literature on the benefits of personality trait analysis in the field of teacher preparation and education by providing a better understanding of how these traits affect the perceptions and outcomes of specific teaching and learning programs. The data suggests that the use of personality trait analysis could improve the overall outcomes of teacher professional development, which in turn could improve student outcomes. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] (As Provided).
Anmerkungen	ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site: http://www.proquest.com/en-US/products/dissertations/individuals.shtml
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01