Primary School Teacher Interpersonal Behavior through the Lens of Students' Eysenckian Personality Traits

Autor/inn/en	Kokkinos, Constantinos M.; Charalambous, Kyriakos; Davazoglou, Aggeliki
Titel	Primary School Teacher Interpersonal Behavior through the Lens of Students' Eysenckian Personality Traits
Quelle	In: Social Psychology of Education: An International Journal, 13 (2010) 3, S.331-349 (19 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1381-2890
DOI	10.1007/s11218-009-9111-5
Schlagwörter	Personality Traits; Student Attitudes; Academic Achievement; Questionnaires; Student Responsibility; Grade 6; Teacher Student Relationship; Foreign Countries; Elementary School Teachers; Neurosis; Psychosis; Behavior Disorders; Teacher Behavior; Predictor Variables; Extraversion Introversion; Cyprus; Eysenck Personality Inventory + Suchen Sie Ihr Suchwort? Individual characteristics; Personality characteristic; Persönlichkeitsmerkmal; Schülerverhalten; Schulleistung; Fragebogen; School year 06; 6. Schuljahr; Schuljahr 06; Teacher student relationships; Lehrer-Schüler-Beziehung; Ausland; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Neurose; Psychose; Teacher behaviour; Lehrerverhalten; Prädiktor; Zypern
Abstract	The present study investigates the association between students' Eysenckian personality traits and their perceptions of teacher interpersonal behavior. A sample of 273 Cypriot public primary school fifth and sixth graders, as well as their teachers participated in the study. Students completed a three-part self-report questionnaire of: (a) a demographic questions sheet, (b) the Greek adaptation of the Questionnaire of Teacher Interaction for Primary students and (c) the Greek Eysenck Personality Questionnaire Junior. Teachers rated students' academic achievement in language and mathematics. Extraversion was associated with cooperative teacher behaviors, (i.e. leadership, helping friendly, understanding, and student responsibility freedom), whereas Neuroticism and Psychoticism, with teacher oppositional behaviors (i.e. dissatisfaction, strictness, and admonishing behavior). Regression analyses, run separately for each dimension of perceived teacher interpersonal behavior, revealed different predictors, with only Extraversion and Psychoticism explaining variance in students' perceptions, whereas academic achievement was more likely to predict all but one of the dimensions of teachers' interpersonal behavior. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10