人格是否影响职前英语教师的绩效?:也门背景下基于性别的研究

Nemah Abdullah Ayash Ezzi
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引用次数: 0

摘要

本研究主要考察职前教师的五大人格特质与其在实习一和实习二中的表现是否存在相关性,并试图确定人格特质对职前教师绩效的影响程度。为了实现本研究的目的,本研究以110名四年级学生兼教师为样本;来自荷台达大学教育学院英语系的86名女性和24名男性被选中。他们报名参加了为期四年的学士课程。大五量表(BFI)最初由John & Srivastava(1999)开发,在选定的受试者中进行了很少的修改。这份清单包括44个关于五大人格特征的陈述,即外向性、宜人性、尽责性、神经质和开放性。收集的数据采用简单的描述性和推断性统计技术进行分析,如平均值、Pearson相关性、t检验和f检验。本研究发现职前教师在实习一和实习二中的表现与其人格特质之间存在一定的关系,因此职前教师的人格特质确实会影响其英语教学的表现。此外,职前教师的外向性、宜人性和尽责性三个人格特征基本相同,男女在这三个特征上没有显著差异。但男女在神经质特质上存在显著差异,女师生在神经质特质上得分高于男师生。此外,男女职前教师的外向性和宜人性水平都相当高,尽责性和神经质水平相似,但开放性水平很低。建议将教师人格发展纳入教师教育计划,并提出职前教师人格发展的策略。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
Does Personality Influence Pre-service English Teachers' Performance?: A Gender-Based Study in the Yemeni Context
This study mainly investigated whether there is any correlation between the Big Five Personality Traits of pre-service teachers and their performance in Practicums I&II, and attempted to identify the extent to which the personality traits affect pre-service teachers' performance. To fulfill the purpose of the study, a sample of 110 fourth-year student-teachers; 86 females & 24 male, of the English Department, in the Faculty of Education at Hodeidah University, was selected‎. ‎They enrolled in the four-year B.Ed. course. The Big Five Inventory (BFI) originally developed by John & Srivastava (1999) with little modification was distributed among the selected subjects. This inventory comprised of forty-four statements about the big five personality traits that are Extraversion, Agreeableness, Conscientiousness, Neuroticism and Openness. Collected data was analyzed by using simple descriptive and inferential statistical techniques such as mean, Pearson correlation, t-test and f-test. It was found that there is a relationship between the pre-service teachers' performance in Practicums I&II and their personality traits so pre-service teachers' personality DO influence their performance of teaching English. Also, pre-service teachers' personality traits of Extraversion, Agreeableness, and Conscientiousness are nearly same, so no significant difference found among male and females on these three traits. However, significant difference exists among the females and males on the trait of Neuroticism as female student-teacher score higher than males on this trait. Moreover, both male and female pre-service teachers ‎have quite good level of Extraversion and Agreeableness, and similar reasonable level of Conscientiousness ‎and Neuroticism but their level of Openness is a very low. It is recommended that Teacher Personality Development should be a part of teacher education programs and suggest some strategies for development of pre-service teachers’ personality.
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