高校教师人格与教学绩效、学生成绩的关系
The Relationship between University Teachers’ Personality and Teaching Performance and Students’ Performance
DOI: 10.12677/AP.2019.98181, PDF,  被引量    科研立项经费支持
作者: 刘爱心, 姜 亭, 任 芬：济南大学教育与心理科学学院，山东 济南
关键词: 教师人格；大五；学业成绩；教学绩效；Teacher Personality； Big Five； Academic Performance； Teaching Performance
摘要: 教师人格作为一种稳定的存在于教学中的因素，对学生的成绩和教学绩效有重要的影响。为探究教师的人格特征与教学绩效、学生的学业成绩之间的关系，本研究采用10题大五人格问卷作为他评的研究工具，收集208位学生对教师人格的感知及学生自身的学业成绩，并以教师的年均教学贡献奖作为教学绩效的指标，运用SPSS 25.0软件对收集的数据进行相关及差异性检验等统计分析。结果显示：学生感受到的教师的外向性、责任心和开放性三个人格维度会对学生成绩有明显的正向影响；教师的人格与教师的教学绩效存在显著的相关。结论：教师人格对学生成绩产生积极影响；教师人格与教学绩效存在关联；教师人格不存在性别差异，同时教师性别并不会对学生成绩产生差异性影响。
Abstract: As a stable factor in teaching, teacher personality has an important impact on students’ perfor-mance and teaching performance. In order to explore the relationship between teachers’ perso-nality characteristics and teaching performance and students’ academic performance, this study used the 10 questions “The Big Five Inventory” as a research tool for his evaluation, collected 208 students’ perceptions of teachers’ personality and their own academic achievements, used the teacher’s annual teaching contribution award as an indicator of teaching performance, and used SPSS 25.0 software to carry out statistical analysis of correlation and difference test. The results show that the three personality dimensions of the teacher’s extroversion, conscientiousness and openness have a significant positive impact on the student’s performance; there is a significant correlation between the teacher’s personality and the teacher’s teaching performance. Conclusion: Teacher personality has a positive impact on student achievement; teacher personality is related to teaching performance; teacher personality does not have gender difference, and teacher gender does not have different influence on student achievement.
文章引用：刘爱心, 姜亭, 任芬 (2019). 高校教师人格与教学绩效、学生成绩的关系. 心理学进展, 9(8), 1484-1491. https://doi.org/10.12677/AP.2019.98181

参考文献

[1] 陈雪芬(2007). 中学教师人格、应对方式与其工作绩效的关系研究. 硕士学位论文. 福州: 福建师范大学,
[2] 陈益, 李伟(2000). 小学教师人格特征和学生学业成绩的相关研究. 南京师大学报, (4), 76-81.
[3] 韩向前(1988). 国内外教师心理研究述要. 心理科学通讯, (1), 54-58.
[4] 姜红(2010). 人格特征与任务绩效的关系研究. Proceedings of International Conference on Engineering and Business Management (EBM2010) (页4). 武汉大学, 美国James Madison大学, 美国科研出版社.
[5] 刘恩允, 杨诚德(2003). 教师人格对学生影响的相关性研究. 山东师范大学学报, 48(5), 103-107.
[6] 刘丽红(2009). 教师人格特质及其对职业成就的影响. 心理科学, (6), 1462-1464.
[7] 刘文华, 曹国平, 王公平, 魏玉洁, 朱海燕, 聂玉州(2015). 高职院校教师人格特质对学生成绩的影响. 武汉工程职业技术学院学报, 27(3), 97-101.
[8] 穆桂斌, 张春辉(2012). 大学教师人格特质、职业认同与工作绩效的关系研究. 河北大学学报(哲学社会科学版), 37(5), 136-140.
[9] 田一, 李英杰, 范存丽(2015). 小学学生与教师性别对学业成绩的影响基于大规模学业质量监测的多水平模型. 北京教育科学研究院学术年会(页269-278). 北京: 北京教育科学研究院.
[10] 钟妮, 凌辉(2014). 中小学教师人格特征、应对方式与职业倦怠的关系. 中国临床心理学杂志, 22(3), 525-529.
[11] Buttner, S., Pijl, S. J., Bijstra, J., & Bosch, E. V. (2016). Personality Traits of Expert Teachers of Students with EBD: Clarifying a Teacher’s X-Factor. International Journal of Inclusive Education, 20, 569-587.[CrossRef] 
[12] Coenen, J., & Klaveren, C. V. (2013). Better Test Scores with a Same-Gender Teacher?
[13] De, J. R., Mainhard, T., Van, T. J., Veldman, I., Verloop, N., & Wubbels, T. J. B. (2014). How Pre-Service Teachers’ Personality Traits, Self-Efficacy, and Discipline Strategies Contribute to the Teacher-Student Relationship. British Journal of Educational Psychology, 84, 294-310.[CrossRef] [PubMed]
[14] Garcia, P. L. et al. (2011). The Impact of Teacher Personality Styles on Academic Excellence of Secondary Students. National Forum of Teacher Education Journal, 21, 1-8.
[15] Hidiroglu, S., Tanriover, O., Unaldi, S., Sulun, S., & Karavus, M. J. (2013). A Survey of Energy-Drink Consumption among Medical Students. Journal of Pakistan Medical Association, 63, 842-845.
[16] Khan, A., Khan, S., Syed, Z.-U.-I., Khan, & Khan, M. (2016). Impact of Teacher Personality on the Academics of the Students. Journal of Physical Education and Research, 3, 74-79.
[17] Kheruniah, A. E. (2013). A Teacher Personality Competence Contribution to a Student Study Motivation and Discipline to FIQH Lesson. International Journal of Scientific & Technology Research, 2, 108-112.
[18] Kim, L. E., Darnimrod, I., & Maccann, C. (2017).Teacher Personality and Teacher Effectiveness in Secondary School: Personality Predicts Teacher Support and Student Self-Efficacy but Not Academic Achievement. Journal of Educational Psychology, 110, 309-323.[CrossRef] 
[19] Mohammad, A., Abraham, B., & Singh, J. (2011). Attitude of College Students towards Physical Education and Sports. International Journal of Physical Education, 4, 45-52.
[20] Moscoso, S., & Salgado, J. F. (1998). Five-Factor Model of Personality and Performance in Jobs Involving Interpersonal Interactions. Human Performance, 11, 145-165.[CrossRef] 
[21] Moscoso, S., & Salgado, J. F. (2010). “Dark Side” Personality Styles as Predictors of Task, Contextual, and Job Performance. International Journal of Selection & Assessment, 12, 356-362.[CrossRef] 
[22] Tahir, A. A., & Shah, A. F. (2012). Relationship of Students’ Perceptions about Teacher’s Personality with Academic Achievement of Students. Journal of Educational Research, 15, 35-43.
[23] Thoresen, C. J., Kaplan, S. A., Barsky, A. P., Warren, C. R., & Kelly, D. C. (2003). The Affective Underpinnings of Job Perceptions and Attitudes: A Meta-Analytic Review and Integration. Psychological Bulletin, 129, 914-945.[CrossRef] [PubMed]