The Relationship between Teachers’ Personality Types and Female High School Third Graders’ Achievement Motivation in Mashhad
Journal Title: International Research Journal of Applied and Basic Sciences - Year 2015, Vol 9, Issue 6
Abstract
Motivation is considered as one of the most important prerequisites for training and learning. In the present world in which the students’ behavior and achievement motivation are influenced by different factors such as the behavior and personality features of teachers to a large degree, it becomes more clear that enough care should be taken in the selection of teachers with desirable personality features, and that carrying research into this issue is of great importance. The present study intends to investigate the relationship between teachers’ personality types female high school third graders’ motivations for progress. These students studied Humanities in the academic year 2012-2013 in Mashhad. The method used in this research is of descriptive- correlational survey type. The population included all the female teachers and students at the third grade of state high schools in Mashhad. 350 students and 120 teachers were selected through multistep cluster randomized sampling. Two questionnaires- Freedman-Rosenman’s Type Questionnaire and Herman’s Achievement motivation- were used for data collection purpose. The statistic methodology used in this work included descriptive statistics-frequency, mean, and standard deviation – as well as inferential statistics. In addition, Cronbach’s alpha coefficient was used to assess the validity of questionnaires statistics. The results showed that there is a meaningful relationship between the teachers’ personality type and students’ achievement motivation (P=0.035). The teaching record had a negative, significant effect on the students’ achievement motivation (P?0.05). There was also a statistically significant relationship between the type and the high level of expectations among students (P=0.020). Furthermore, the results indicated that there was no significant relationship between teachers’ personality types and the students’ willingness to do the complete homework among all students (P=0.26), and between the teachers’ age and the students’ motivation for progress (F=2.229).
Authors and Affiliations
Forouzan Zarabian| Faculty member of Payam Noor University, South Tehran-branch., Mehran Farajollahi| The head of educational sciences department, Faculty member of Payam Noor University, South Tehran-branch., Zinat Yousef Pour| M. A. in curriculum planning, Payam Noor University, South Tehran -branch., Ali Akbar Sajadi Seresht| M. A. in curriculum planning, Payam Noor University, South Tehran -branch.
Keywords
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