Instructor Personality Research Articles

Experiences of Older Adults With Mild Balance Dysfunction Who Participated in a Supervised Seniors Exercise Park Program Progressing to Independent Practice.

Older adults with mild balance dysfunction can benefit from early intervention. This research explored the experiences of older adults with mild balance dysfunction participating in an 18-week supervised outdoors Seniors Exercise Park program and 6weeks of unsupervised independent practice. Factors influencing attendance and independent practice were also explored. Semistructured face-to-face interviews were conducted with 24 participants (mean age = 77.4years, SD = 5.4) and 22 participants (mean age = 77.5years, SD = 5.6) after 18 and 24weeks, respectively. The data were analyzed using reflexive thematic analysis. Many participants perceived improvements in health and responded positively to the supervised Seniors Exercise Park program. Factors supporting attendance included building social connections and positive instructor personality. Barriers to training included competing time demands and poor health. These insights suggest that a group-based Seniors Exercise Park supervised program was well accepted and can be an option to improve the health of older adults with mild balance dysfunction.

Evaluating student evaluations: evidence of gender bias against women in higher education based on perceived learning and instructor personality

Given student evaluations are an integral part of academic employment and progression in higher education, it is crucial to explore various biases amongst students that may influence their ratings. Several studies report a clear gender bias in student evaluation where male instructors receive significantly higher ratings as compared to female instructors. However, there is very limited research about gender biases in underrepresented samples such as South Asia and the Middle East. We examined whether perception of male and female instructors differed in terms of how they facilitate learning and level of engagement, using an experimental design. Six hundred and seventy-one university students were asked to watch a video of an online lecture on psychology, delivered by either a male or female lecturer, after which they were asked to evaluate their experience and instructor personality characteristics. To ensure consistency across content, tone, delivery, environment, and overall appearance, photorealistic 3D avatars were used to deliver the lectures. Only gender as a factor was manipulated. Given the racial representation in the region, a total of four videos were developed representing males (n = 317) and females (n = 354) of White and South Asian race. Overall, male instructors scored significantly higher in variables representing personality characteristics such as enthusiasm and expressiveness compared to female instructors. Participants did not however view male and female instructors to be different in terms of presentation and subject knowledge. Findings related to facilitating learning suggest that male instructors were perceived to have made instructions more interesting, kept participants' attention for longer, and were more interesting compared to female instructors. In terms of engagement, male instructors were perceived to be more expressive, enthusiastic, and entertaining, compared to female instructors. Given the experimental design, these findings can clearly be attributed to gender bias, which is also in line with previous research. With an underrepresented sample, an online platform delivery, and inclusion of multiple races, these findings significantly add value to the current literature regarding gender stereotypes in higher education. The results are even more concerning as they provide strong evidence of gender bias which may contribute to subconscious discrimination against women academics in the region.

The English classroom as “warai no ba”: Instructor views on humor and language learning in Japan

Humor holds promise as a tool to promote positive affectivity within the language classroom, but instructor differences, not to mention the effects of cultural background, make generalizations about successful employment of humor difficult to establish. This is especially true in a culture such as Japan, where the concept of "warai no ba" ("laughter places") establishes sociocultural limits on appropriate environments in which to use humor. The aim of this study is to better understand the role that humor can play in language learning from the perspective of instructors. To address these concerns, we surveyed 62 English language instructors (including both English L1 and Japanese L1 participants) at universities throughout Japan about their views and approaches to humor use. Results from quantitative analysis indicate a general overall endorsement of using humor in the language classroom and its utility in enhancing the learning process, albeit with qualifications expressed concerning instructor personality. Views among the instructor participants as expressed in qualitative responses were far from uniform, however, with a great deal of variability evident regarding individual approaches to in-classroom use of humor.

Gambaran Kompetensi Kepribadian Instruktur pada Pembelajaran Pelatihan Menjahit di Panti Sosial Bina Remaja Harapan Kota Padang Panjang

This research is motivated by the high participation of citizens of learning in following the learning of sewing. This is due to the Instructor's personality competence in teaching. The purpose of research to see the Competence Personality Instructor training tailoring in the Social Institution Bina Remaja Harapan Padang Panjang. This research uses quantitative descriptive approach. Population 40 people while the sample amounted to 30 people, namely 69% of the population, sampling technique is cluster random sampling. Technique of collecting data through questionnaire. The result of the Instructor personality competence picture is seen from; (1) acting in accordance with the norm, (2) being honest, noble and exemplary, (3) steady person, (4) having a high work ethic with very good classification of percentage can be categorized. Conclusion Instructors have a high personality competence from aspects of norms, personal noble character and be role model, personal steady, and has a work ethic. Suggestion of this research for Instructor to increase personality competence as an educator and professional trainer.Keywords: Personality Competency, Instructors, Learning Sewing

Instructor personality matters for student evaluations: Evidence from two subject areas at university.

Instructors are under pressure to produce excellent outcomes in students. Although the contribution of student personality on student outcomes is well established, the contribution of instructor personality to student outcomes is largely unknown. This study examined the influence of instructor personality (as reported by both students and instructors themselves) on student educational outcomes at university. Mathematics and psychology university students (N=515) and their instructors (n=45) reported their personality under the Big Five framework. Multilevel regressions were conducted to predict each outcome from instructor personality, taking into account the effects of student gender, age, cognitive ability, and personality, as well as instructor gender and age. Student-reports of instructor personality predicted student evaluations of teaching but not performance self-efficacy or academic achievement. Instructor self-reports did not predict any of the outcomes. Stronger associations between student-reports and the outcomes than instructor self-reports could be explained by students providing information on both the predictor and the outcome variables, as well as a greater number of raters providing information on instructor personality. Different domains of the instructor Big Five were important for different element of student evaluations of teaching. The study highlights the importance of studying instructor personality, especially through other-reports, to understand students' educational experiences. This has implications for how tertiary institutions should use and interpret student evaluations.

Personalities of Introductory Course Instructors and Course Completion

Online courses are often criticized for having lower retention rates than traditional courses, especially introductory courses. This study aimed to determine whether there was a relationship between online and traditional instructor personality traits and course completion rate for introductory course instructors at a higher education institution in the Western United States. Instructor personality traits, as measured by the NEO Five-Factor Inventory-3 (NEO-FFI-3), were correlated with student course completion rate. Independent t tests were used to determine whether the relationship differed as a function of modality. There were no statistically significant relationships found between online and traditional instructor personality traits and course completion rate, but there were statistically significant differences between modalities for extroversion, agreeableness, and course completion rate. The results imply the traditional modality better supports individuals with these traits and allows for greater expression of the traits. The findings provide a greater understanding of the diversity among teachers in different modalities.

What is students' ideal university instructor personality? An investigation of absolute and relative personality preferences

Despite intuitions that the ideal teacher has a particular set of non-cognitive characteristics, there is little research investigating such issues. The current two studies investigate students' descriptions of “ideal” instructor personality using the Five-Factor Model of personality. Both absolute personality preferences (certain traits are universally desired) and relative personality preferences (certain traits are desired relative to students' own level of the trait) are examined among 137 first year mathematics students (Study 1) and 378 first year psychology students (Study 2). Students provided Big Five personality ratings for themselves, their actual instructor, and their ideal instructor. Supporting the absolute preference hypothesis, students rated their ideal instructor as having significantly higher levels than both themselves and the general population on all five personality domains (except for openness in Study 1), with particularly large effect sizes for emotional stability and conscientiousness. Supporting the relative preference hypothesis, students also rated their ideal instructor as having a similar Big Five profile to themselves. Moreover, if their actual instructor's personality was similar to their ideal instructor's personality, students showed greater educational satisfaction (but not higher performance self-efficacy nor academic achievement). The extent to which institutions should consider student preferences is discussed.

Influence of Instructor Personality on Student Evaluation of Teaching: A Comparison between English Majors and Non-English Majors

160 non-English major students studying at a four-year university and 193 English major students studying at a career college of foreign language in Japan completed a questionnaire regarding instruction and instructor personality. The purpose of the current study was to examine whether the students’ instructional and personality ratings predicted their general evaluation of course. This study also investigated whether the relations between instructional and personality ratings and the general course evaluation varied by major. A significant correlation was found between the instructional scale and the overall evaluation of the course regardless of students’ majors: The more the students found the class interesting and was appropriately managed, the higher the overall evaluation. However, the findings indicate that while teacher’s extroversion, thoughtfulness and neuroticism mattered to the non-English major group when evaluating the overall effectiveness of the class, teacher personality did not influence the English major group. The authors believe the findings of the present study could contribute to a better understanding of the nature of student evaluations that have always been a source of controversy, and sometimes discontent during their history.

Multiple Levels of Influence on Older Adults' Attendance and Adherence to Community Exercise Classes

Purpose: To examine the influence of individual participant, instructor, and group factors on participants’ attendance and adherence to community exercise classes for older adults. Design and Methods: Longitudinal data from 16 instructors, 26 classes, and 193 older participants within those classes (aged 60–100 years) were examined. Data were collected using questionnaires on individual participants’ demographics, attitudes, health perceptions and conditions, and group cohesion. Instructors’ demographics, training, background, experience, attitudes, and personality were collected. Group factors included class type, cost, transport, and whether the class was held in an area of deprivation. Outcomes (attendance/adherence) were collected through attendance records. Results: Multilevel modelling (MLwiN) revealed both instructor and individual participant variables were important in understanding attendance and adherence. Individuals’ housing, education, mental well-being, group cohesion, and attitudes were important predictors of attendance at 3 and 6 months. Instructors’ age, gender, experience, and motivational training were important at 3 months, whereas instructor personality was important at both 3 and 6 months. Having attended longer than 6 months at baseline, participants’ attitudes, weeks offered, instructors’ personality, and experience were associated with adherence at 6 months. Implications: Results suggest that instructors’ characteristics alongside individual participant factors play a role in influencing participants’ attendance to exercise classes. These factors should be considered when setting up new programs.

Effects of Perceived Teacher Personality on Student Class Evaluations: A Comparison between Japanese Instructors and Native English Speaking Instructors

This study explores how university students’ perceptions of their classes and instructor personality contribute to their overall rating of the class. The study also investigates whether the students rate Japanese instructors and native English speaking instructors differently. Data was collected using a questionnaire comprised of instructional rating and teacher personality rating sections. The instructional rating section was based on the Instructional Rating Form (Tomasco, 1980), and European Portfolio for Student Teachers of Languages (Newby et al., 2007) whereas the teacher personality rating section was derived from Murray, Rushton, and Paunonen (1990). The study employed statistical analyses including multivariate analysis of variance (MANOVA), principal components analysis and regression analysis. The results of the study revealed that students’ perceptions of the class as interesting, organized and clear, positively influenced their overall rating of the class. On the other hand, their perceptions of their instructor as aggressive, dominant, anxious, and authoritarian negatively affected the overall rating. The findings also indicated that when it comes to Japanese instructors, personality traits such as sociable, ambitious, intellectually curious, intelligent, and gentle influenced students’ overall ratings.

Initial Impressions and the Student Evaluation of Teaching

Do first impressions influence the final evaluations given in a class? The author looked at the initial student perceptions and conditions of a class and compared these with conditions and evaluations 16 weeks later at the end of the term. It was found that the first perceptions of the instructor and the instructor's personality were significantly related to the evaluations made at the end of the semester. Implications for the validity of and utilization of the student evaluation of instruction are discussed.

Pharmacy students' perceptions of the teaching evaluation process in Jordan

PurposeThe purpose of this paper is to assess pharmacy students' perceptions of the usefulness of the teaching evaluation (TE) instrument and the rationale behind their responses.Design/methodology/approachA comprehensive survey instrument is constructed by the authors. Pharmacy students at University of Jordan (JU) are asked to complete the survey instrument. The questionnaire is completed during students first required, regularly scheduled class.FindingsOf the 577 pharmacy students who are invited to participate, 557 completed the survey for a response rate of 96.5 percent. The majority of the 557 pharmacy students viewed student evaluation of teaching as worthwhile (4.11 out of five on a Likert scale anchored at “1, strongly disagree” and “5, strongly agree”), but agreed that the faculty members receiving the best evaluations are not always the most effective teachers (3.54 out of five).Research limitations/implicationsThis paper only surveyed pharmacy students who are studying at JU and hence the results from this paper cannot be generalized to all pharmacy schools or countries in the Middle East. In addition, results may be biased by a social desirability effect whereas students respond in a manner that is different than their true perceptions.Practical implicationsStudents acknowledge that the nature of the course, answering questions during office hours, and a pleasant instructor personality positively affected their evaluation score, while the majority of students disagree with the belief that having less work to do and easy exams impacted positively their evaluation scores.Originality/valueThis paper is one of the few attempts to assess the students' perception towards the TE process and the rationale behind their responses in the Middle East.

Telecommunications and Effective Distance Learning Telecourse Design

Effective distance learning course design focuses on meeting the lifestyle and learning-style needs of a non-traditional student. Fulfilling these needs is accomplished by making provision for human interaction that fosters classroom rapport, builds class membership behaviors and identification with the university. Equal attention is given to matching high-tech equipment capabilities to instructional purpose, instructor personality, student learning style, and preferred interaction style. Continuing evaluation of telecourse programs is vital for assuring telecourse program quality focusing on student learning satisfaction and cost effectiveness. Findings indicate important implications for the design of distance education courses and programs. An effectively designed distance learning telecourse provides for student academic support services. Effective tele-courses also provide the means for instructor/learner, learner/learner, and learner/content interactivity.

The Impact of Student-Clinical Instructor Fit and Student-Organization Fit on Physical Therapist Clinical Education Experience Outcomes

Background and Purpose. Person-environment fit has been found to predict a wide variety of outcomes in the workplace, including individual performance and satisfaction. In this study of physical therapist (PT) student clinical education experiences, fit refers to how well a student fits with the clinical education site's organizational environment, as well as the fit between student and clinical instructor. This study investigates the relationship between PT student-organization fit and PT student performance and satisfaction outcomes, as well as PT student-clinical instructor fit and PT student performance and satisfaction outcomes. Subjects. Participants included a total of 59 clinical instructor-student dyads as part of a 4-week and an 8-week clinical experience within a professional PT education program. Methods. Students and clinical instructors completed personality and values assessments at the beginning of the clinical experience. Students completed a satisfaction questionnaire and a fit questionnaire at the end of the clinical experience and clinical instructors completed evaluations of student performance at the mid and final points. Consistent with the literature, fit was determined both by studentreported perception of organization fit, as well as by objectively calculating absolute differences between student and clinical instructor personality and values profiles. Results. Student-reported satisfaction with the clinical education experience was related to perceived student-organization fit and demographic similarity between student and clinical instructor. The fit between the student and the clinical instructor was important to understanding both student performance and satisfaction outcomes. Discussion and Conclusion. Implications include the importance of using employee hiring-type strategies to match students to clinical education sites and instructors and ensuring that students have adequate information to select sites that fit their needs and interests.

Application of distance learning to interactive seminar instruction in orthodontic residency programs

A series of experiments involving 3 orthodontic departments has shown that distance learning can be acceptable to residents and effective in teaching concepts that are fundamental to orthodontic practice. Residents in each department participated in distance seminars, clinical conferences, and clinical seminars via high-speed Internet connections. The acceptability of this form of instruction was judged from evaluation forms completed by the residents. Its effectiveness was judged from pretests and posttests on the seminar topics. The improvement from pretest to posttest scores after observing a sequence of distance seminars was similar to that with direct instruction. Orthodontic residents rated the educational experiences positively. Live participation in seminars via video conferencing was preferred to live observation or later observation of a recording, but observation provided similar improvement in test scores. The acceptability of the distance seminars appeared to be influenced by the instructor's personality and teaching style in facilitating interaction, the seminar subject, the residents' comfort level in dealing with this technology, and the sequence for interaction vs observation. Further development of recorded seminars with live follow-up discussions has the potential to supplement instruction in graduate orthodontic programs and help with the impending shortage of experienced full-time orthodontic faculty.

Personality and the Student Evaluation of Teaching

Students' perception of the instructor's personality and the evaluation of instruction were found to be strongly related. Students appear to be using a contaminated measure to establish personality and its relationship to the evaluations. The findings do not support the contention that the association reflects a valid measure of instruction. Implications for changing evaluations and the use of the instruments are discussed.

Student Attitudes Toward College Courses: An Examination of Influences and Intentions

This study combines research in education and services marketing to develop and test a model of seven factors hypothesized to be significant in student attitudes toward the classes they take and behavioral intentions that may be influenced by those attitudes. Based on a review of relevant literature and a series of focus groups, a survey was developed and administered to students in eight different required classes, two each in four different subject areas, at a university in the northeastern United States. The results show that factors related to the physical environment in which the course is conducted, the course topic, and the course execution, in addition to the instructor's personality, are significant influences on students’ attitudes toward their classes. The evidence also indicates that emphasizing student participation in the class can have a positive effect on student commitment to excellence and appreciation of other students’ contributions to the learning experience.

Within‐Class Variability in Student–Teacher Evaluations: Examples and Problems

ABSTRACTAlthough student evaluation of instruction has been shown to produce reliable results over class averages, considerable within‐class variability exists that has not been investigated. This study looked at examples of student evaluations in which students diametrically differed in their evaluation of the same instructor. Patterns were noted. A survey was conducted to determine the self‐reported incident of students changing evaluations based on noninstructional factors. About 60% of students admitted that they had changed evaluations for reasons related to the instructor's personality, while 30% admitted to changing evaluations based on grades and rigor. Possible reasons and effects of such changes are discussed.

Developmental aspects in students' course selection.

Types of information provided in a Student Course Guide to assist in course selection (CS) were content-analyzed. College courses (N = 215) were coded on 9 variables-instructor and course characteristics, subject matter descriptors, and a criticism dimension-and were correlated with postcourse student ratings of teaching (SRT). Analyses for course levels revealed a developmental trend, shifting from instructor humor and expressive style to learning value variables as predictors of SRT: (a) In 100-level courses, SRTs were predicted from course guide descriptions of instructor's humor. (b) In 200-level courses, SRTs were predicted by instructor's personality and expressive style. (c) In 300-level courses, lack of criticism was the major predictor, followed by interesting course and instructor's humor. (d) At 400-level courses, only academic types of CS information predicted SRTs-interesting readings, interesting course, and instructor's knowledge and expertise.

Circumstances surrounding cheating: A questionnaire study of college students

A questionnaire assessing beliefs and behaviors associated with cheating was administered to 365 college students. Circumstances rated most likely to increase cheating were low instructor vigilance, unfair exams, an instructor who does not care about cheating, and dependence of financial support and long-term goals on good grades. Circumstances rated most likely to decrease cheating were high instructor vigilance, fair exams, high punishment for getting caught, essay exams, widely spaced exam seating, and valuable course material. Principal components analyses revealed several factors underlying planned cheating: difficulty/negative consequences of cheating, pressures, instructor personality, social norms, and interest in the course. These factors relate to the determinants of behavior specified by the theory of planned behavior. Self-reports indicated that 83 percent of respondents cheated in college and that the two most common types of cheating were giving (58 percent) and getting (49 percent) exam questions to and from other students before an exam. Acts of helping someone else cheat were more commonly reported than corresponding acts of cheating for oneself. Students with high cheating scores tended to be male rather than female, to have a low goal grade-point average, and to believe that the prevalence of cheating in college is high.