The Relationship between Teachers’ Personalities and Students’ Attitudes

Authors

  • Siti Maisarah Saidi Eye Level Learning Center, 18, Jalan Kencana Mas 1/5, Kawasan Perindustrian Tebrau 3, 81100 Johor Bahru, Johor, Malaysia
  • Sian Hoon Teoh Faculty of Education, Universiti Teknologi MARA, 42300 Bandar Puncak Alam, Selangor, Malaysia
  • Parmjit Singh Aperapar Singh Faculty of Education, Universiti Teknologi MARA, 42300 Bandar Puncak Alam, Selangor, Malaysia
  • Heri Retnawati Department of Matheamtics Education, Universiti Negeri Yogyakarta, Indonesia

DOI:

https://doi.org/10.37134/jpsmm.vol14.1.6.2024

Keywords:

Teachers’ personalities, students’ attitudes, openness, conscientiousness, agreeableness, students’ perceptions towards mathematics teachers

Abstract

Teachers have a fundamental influence on students' academic achievements and attitudes towards learning. However, understanding the extent of teachers' effects on students’ attitudes requires further exploration, particularly given the importance of inner educational components in the digital age. This study investigates the connection between teachers' personalities and students' attitudes. Through a quantitative approach, data was collected via questionnaires from 118 randomly selected students in a public school. The survey assessed students' perceptions of mathematics teachers' personalities (conscientiousness, openness, agreeableness) and students’ attitudes (interest, self-efficacy, self-control) towards mathematics, enabling comprehensive insights within the context. Results revealed students perceived mathematics teachers’ personalities as high in conscientiousness (mean = 3.93, SD = 0.55), openness (mean = 3.91, SD = 0.62), and agreeableness (mean = 3.64, SD = 0.60). Conscientiousness, openness, and agreeableness demonstrated diligence and compassion in enhancing the teacher-student relationship. Besides, in terms of students’ attitudes, it reported relatively high extrinsic motivation (mean = 3.87) in mathematics. Students exhibited moderate interest (mean = 3.39), self-concept (mean = 3.28), and anxiety (mean = 3.22), with self-efficacy being the lowest (mean = 2.81). This highlights the need for enhanced motivation and self-efficacy, particularly in challenging subjects. The study unveiled a moderately positive correlation (r = 0.450) between teachers' personalities and students' attitudes. Teachers' conscientiousness and openness fostered student engagement and interest, crucial for positive attitudes in challenging subjects. The study underscores the significance of teachers in creating positive environments. It also informs teachers about cultivating positive personalities, emphasising their role in shaping students’ engagement, and developing attitudes conducive to learning.

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Published

2024-03-13

How to Cite

Saidi, S. M., Teoh, S. H., Aperapar Singh, P. S., & Heri Retnawati. (2024). The Relationship between Teachers’ Personalities and Students’ Attitudes. Jurnal Pendidikan Sains Dan Matematik Malaysia, 14(1), 61–70. https://doi.org/10.37134/jpsmm.vol14.1.6.2024

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