"I Teach, Therefore I Am?": Exploring the Teaching Personas of College Professors

Autor/in	Gallagher, Kristel M.
Titel	"I Teach, Therefore I Am?": Exploring the Teaching Personas of College Professors
Quelle	In: Journal of Effective Teaching in Higher Education, 3 (2020) 2, S.28-46 (19 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2578-7608
Schlagwörter	College Faculty; Professional Identity; Self Concept; Teacher Characteristics; Job Satisfaction; Teacher Burnout; Personality Traits; Extraversion Introversion; Psychological Patterns; Caring; Social Sciences; Natural Sciences; Communication Skills; Personality Measures; Maslach Burnout Inventory + Suchen Sie Ihr Suchwort? Fakultät; Selbstkonzept; Labor; Labour; Satisfaction; Arbeit; Zufriedenheit; Burnout-syndrom; Burnout; Teacher; Teachers; Burnout-Syndrom; Lehrer; Lehrerin; Individual characteristics; Personality characteristic; Persönlichkeitsmerkmal; Care; Pflege; Sorge; Betreuung; Social science; Sozialwissenschaften; Gesellschaftswissenschaften; Naturwissenschaften; Kommunikationsstil
Abstract	This exploratory study sought to identify the existence of a "teaching persona" in college professors. Specifically, an examination of self-reported differences in traits displayed as teachers versus in everyday life was conducted. Also investigated were feelings of job satisfaction and burnout in relation to these differences. Findings suggest that professors see themselves as more extraverted, emotionally stable, caring/supportive, professionally competent, and better communicators as teachers than in their everyday lives. However, adjunct professors lacked distinctiveness in all areas. Social science professors were less open to new experiences as teachers than in their everyday lives, while natural science professors were more open. In a few instances, larger differences between one's teaching persona and everyday life were significantly related to more burnout and less job satisfaction. Being more conscientious, feeling more capable, and perceiving oneself as a better communicator in the teacher-role was associated with more job burnout. (As Provided).
Anmerkungen	Journal of Effective Teaching in Higher Education. Centers for Teaching Excellence and Faculty Leadership, University of North Carolina Wilmington, 601 South College Road, Wilmington, NC 28403. e-mail: jethe@uncw.edu; Web site: https://jethe.org/index.php/jethe
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01