International Association of Educators   |  ISSN: 1949-4270   |  e-ISSN: 1949-4289
Educational Policy Analysis and Strategic Research
International Association of Educators

Original article | Educational Policy Analysis and Strategic Research 2020, Vol. 15(2) 284-302

Personal Traits and Levels of Class Engagement of Pre-Service Teachers

Levent Vural & Menekşe Eskici

pp. 284 - 302   |  DOI: https://doi.org/10.29329/epasr.2020.251.16   |  Manu. Number: MANU-2001-23-0002.R1

Published online: June 20, 2020  |   Number of Views: 205  |  Number of Download: 748

Save PDF

Abstract

It is thought that determining the relationship between the personal traits of pre-service teachers and their level of class engagement will shed light on the development and implementation of the curricula in the faculties of education. From this point of view, it was aimed in this study to determine the personality traits of pre-service teachers according to the five-factor method of personality and to determine how they affect their level of class engagement. The personality traits and the level of class engagement of the pre-service teachers in the scope of this study are examined by gender, field of teaching, grade, whether or not they willingly study in their departments, and the settlement variables they grow in. Single and relational screening models have been utilized in this research. The study group of the research consists of 372 pre-service teachers studying in the 3rd and 4th grades of Trakya University. In the research, "class engagement scale" and "big five personality traits test" were used as data collection tools. As a result of the analysis, it was found that the pre-service teachers' level of engagement in the class was "medium" and "high". It was determined that pre-service teachers had the most “Agreeableness” trait of personality and the lowest rate as “Neuroticism” trait of personality. Pre-service teachers' level of engagement in class did not differ significantly according to their personality traits.

Keywords: Pre-Service Teachers, Class Engagement, Five-Factor Method of Personality

How to Cite this Article?

APA 6th edition
Vural, L. & Eskici, M. (2020). Personal Traits and Levels of Class Engagement of Pre-Service Teachers . Educational Policy Analysis and Strategic Research, 15(2), 284-302. doi: 10.29329/epasr.2020.251.16

Harvard
Vural, L. and Eskici, M. (2020). Personal Traits and Levels of Class Engagement of Pre-Service Teachers . Educational Policy Analysis and Strategic Research, 15(2), pp. 284-302.

Chicago 16th edition
Vural, Levent and Menekse Eskici (2020). "Personal Traits and Levels of Class Engagement of Pre-Service Teachers ". Educational Policy Analysis and Strategic Research 15 (2):284-302. doi:10.29329/epasr.2020.251.16.
References
  1. Akbulut, Y. (2010). Sosyal bilimlerde SPSS uygulamaları. İstanbul: İdeal Kültür Yayıncılık. [Google Scholar]
  2. Akkaya, N. (2009). Öğretmen adaylarinin öğretmenlik mesleğine yönelik tutumlarinin bazı değişkenlere göre incelenmesi. Dokuz Eylül Üniversitesi Buca Eğitim Fakültesi Dergisi, (25), 35-42. [Google Scholar]
  3. Aksoy, M. E. (2010). Öğretmen adaylarının öğretmenlik mesleğine ilişkin tutumları (Gaziosmanpaşa Üniversitesi Örneği). Sosyal Bilimler Araştırmaları Dergisi, 2, 197-212. [Google Scholar]
  4. Allik, I. & Allik, I. U. (2002). The five-factor model of personality across cultures. Springer Science & Business Media. [Google Scholar]
  5. Ally, M. (2012). Student attention, engagement and participation in a Twitter-friendly classroom. In ACIS 2012: Location,: Proceedings of the 23rd Australasian Conference on Information Systems 2012 (pp. 1-9). ACIS. [Google Scholar]
  6. Aslan, S. & Yalçın, M. (2013). Öğretmenliğe ilişkin tutumun beş faktör kişilik tipleriyle yordanmasi. Milli Eğitim Dergisi, 43(197), 169-179. [Google Scholar]
  7. Atabek, E. (2002). Kışkırtılmış Erkeklik, Bastırılmış Kadınlık. Altın Kitaplar Yayınevi. [Google Scholar]
  8. Barrick, M. R., Mount, M. K. & Judge, T. A. (2001). Personality and performance at the beginning of the new millennium: What do we know and where do we go next?. International Journal of Selection and Assessment, 9(1‐2), 9-30. https://doi.org/10.1111/1468-2389.00160 [Google Scholar] [Crossref] 
  9. Benet-Martínez, V. & John, O. P. (1998). Los Cinco Grandes across cultures and ethnic groups: Multitrait-multimethod analyses of the Big Five in Spanish and English. Journal Of Personality And Social Psychology, 75(3), 729-750. [Google Scholar]
  10. Bozkurt, Ö.  (2007). Girişimcilik eğitiminde kişilik özelliklerinin önemi, Girişimcilik ve Kalkınma Dergisi, 1(2), 93-111. [Google Scholar]
  11. Buhs, E. S., Ladd, G. W. & Herald, S. L. (2006). Peer exclusion and victimization: Processes that mediate the relation between peer group rejection and children's classroom engagement and achievement?. Journal of Educational Psychology, 98(1), 1-13. [Google Scholar]
  12. Caspi, A., Roberts, B. W. & Shiner, R. L. (2005). Personality development: Stability and change. Annual Review of Psychology, 56, 453–484. [Google Scholar]
  13. Çivitci, N. & Arıcıoğlu, A. (2012). Psikolojik danışman adaylarının yardım etme stilleri ve beş faktör kuramına dayalı kişilik özellikleri. Mehmet Akif Ersoy Üniversitesi Eğitim Fakültesi Dergisi, 1(23), 78-96. [Google Scholar]
  14. Demirci, M. K., Özler, D. E. & Girgin, B. (2007). Beş faktör kişilik modelinin işyerinde duygusal tacize (mobbing) etkileri- hastane işletmelerinde bir uygulama. Journal of Azerbaijani Studies, 10(3), 13-39. [Google Scholar]
  15. Deniz, K. (2003). Yazılı anlatım becerileri bakımından köy ve kent beşinci sınıf öğrencilerinin durumu. Türklük Bilimi Araştırmaları, (13)Bahar, 233-255. [Google Scholar]
  16. Gür Erdoğan, G. & Arsal, Z. (2015). Öğretmen adaylarının akademik branş memnuniyetleri ile öğretmenlik mesleğine yönelme ve kariyer geliştirme arzuları arasındaki ilişki. Uluslararası Türk Eğitim Bilimleri Dergisi, 5(4), 147-171. [Google Scholar]
  17. Eret-Orhan, E. & Ok, A. (2014). Öğretmenlik programlarını kimler tercih ediyor? Adayların giriş özellikleri ve öğretmenliğe yönelik tutumları. Hacettepe Üniversitesi Eğitim Fakültesi Dergisi, 29(4), 75-92. [Google Scholar]
  18. Eryaman, M. Y. (2007). From reflective practice to practical wisdom: Toward a post-foundational teacher education. International Journal of Progressive Education, 3(1), 87-107. [Google Scholar]
  19. Eryılmaz, A. (2014). Üniversite öğrencileri için derse katılım ölçeklerinin geliştirilmesi. Uşak Üniversitesi Sosyal Bilimler Dergisi, 7(2), 203-214. [Google Scholar]
  20. Eskici, M. (2018). As An Activity Of The Teaching Process: Drawing Attention. In H. Arslan, R. Dorczak & D. U. A. Andreea (Eds.) Educational Policy and Research, (p 251-258), Jagiellonian University Institute of Public Affairs. [Google Scholar]
  21. Furrer, C. J., Skinner, E. A. & Pitzer, J. R. (2014). The influence of teacher and peer relationships on students’ classroom engagement and everyday motivational resilience. National Society for the Study of Education, 113(1), 101-123. [Google Scholar]
  22. Graziano, W. G. & Tobin, R. M. (2009). Agreeableness. In M. R. Leary & R. H. Hoyle (Eds.), Handbook Of Individual Differences in Social Behavior (p. 46–61). The Guilford Press. [Google Scholar]
  23. Heine, S. J. & Buchtel, E. E. (2009). Personality: The universal and the culturally specific. Annual Review of Psychology, 60, 369-394. https://doi.org/10.1146/annurev.psych.60.110707.163655 [Google Scholar] [Crossref] 
  24. John, O.P., Naumann, L.P., Soto, C.J. (2008). Paradigm shift to the integrative big five trait taxonomy: History, measurement, and conceptual issues. In John, O.P., Robins, R.W., Pervin, L.A. (Eds.), Handbook of personality: Theory and research (p. 114–158). New York: Guilford.  [Google Scholar]
  25. Karasar, N. (2017). Bilimsel araştırma yöntemi (31.bs). Nobel Akademik Yayıncılık [Google Scholar]
  26. Karasu, N., Aykut, Ç. & Yılmaz, B. (2014). Zihin Engellilerin Eğitimi Anabilim Dalı öğretmen yetiştirme programı üzerine öğretmen görüşlerinin incelenmesi. Hacettepe Üniversitesi Eğitim Fakültesi Dergisi, 29(4), 129-142. [Google Scholar]
  27. Karatekin, K., Merey, Z. & Keçe, M. (2015). Sosyal bilgiler öğretmen adaylarının öğretmenlik mesleğine yönelik tutumları. Yüzüncü Yıl Üniversitesi Eğitim Fakültesi Dergisi, 12(1), 72-96. [Google Scholar]
  28. Kaya, E. Ü. (2017). Üniversite öğrencilerinde kişilik özelliklerinin kişisel değişkenlere göre farklılıklarının incelenmesi. Fırat Üniversitesi Uluslararası İktisadi ve İdari Bilimler Dergisi, 1(2), 169-190. [Google Scholar]
  29. Kesen, N. F. (2014). Üniversite öğrencilerinin duygu stillerinin beş faktör kişilik özellikleri depresyon, anksiyete ve strese göre incelenmesi. Yayınlanmamış Doktora Tezi, Necmettin Erbakan Üniversitesi. [Google Scholar]
  30. Linnakylä, P. & Malin, A. (2008). Finnish students' school engagement profiles in the light of PISA 2003. Scandinavian Journal of Educational Research, 52(6), 583-602. https://doi.org/10.1080/00313830802497174 [Google Scholar] [Crossref] 
  31. McCrae, R. R. & Costa, P. T., Jr. (2008). The five-factor theory of personality. In O. P. John, R. W. Robins, & L. A. Pervin (Eds.), Handbook of personality: Theory and research (p. 159–181). The Guilford Press. [Google Scholar]
  32. Odabaşı, H. F., Kurt, A. A., Haseski, H. İ., Mısırlı, Ö., Ersoy, M., Karakoyun, F. & Günüç, S. (2011). Öğretmenlik uygulamasında alan faktörü: Böte bölümü örneği. Eğitim Teknolojisi Kuram ve Uygulama, 1(1), 24-40. [Google Scholar]
  33. Ötken, A. B. & Cenkci, T. (2013). Beş faktör kişilik modeli ve örgütsel muhalefet arasındaki ilişki üzerine bir araştırma. Öneri Dergisi, 10(39), 41-51. [Google Scholar]
  34. Palland, J. (2002). SPSS survival manual (11.bs). PA: Open University Press [Google Scholar]
  35. Parks, L. & Guay, R. P. (2009). Personality, values, and motivation. Personality and individual differences, 47(7), 675-684. https://doi.org/10.1016/j.paid.2009.06.002 [Google Scholar] [Crossref] 
  36. Parks-Leduc, L., Feldman, G. & Bardi, A. (2015). Personality traits and personal values: A meta-analysis. Personality and Social Psychology Review, 19(1), 3-29. https://doi.org/10.1177/1088868314538548 [Google Scholar] [Crossref] 
  37. Reeve, J. & Lee, W. (2014). Students’ classroom engagement produces longitudinal changes in classroom motivation. Journal of Educational Psychology, 106(2), 527-540. https://doi.org/10.1037/a0034934 [Google Scholar] [Crossref] 
  38. Reschly, A. L., & Christenson, S. L. (2006). Prediction of dropout among students with mild disabilities: A case for the inclusion of student engagement variables. Remedial and Special Education, 27(5), 276-292. https://doi.org/10.1177/07419325060270050301 [Google Scholar] [Crossref] 
  39. Reyes, M. R., Brackett, M. A., Rivers, S. E., White, M. & Salovey, P. (2012). Classroom emotional climate, student engagement, and academic achievement. Journal of Educational Psychology, 104(3), 700–712. https://doi.org/10.1037/a0027268 [Google Scholar] [Crossref] 
  40. Saracaloğlu, A. S., Dursun, F. & Arabacıoğlu, T. (2016). Bilgisayar ve öğretim teknolojileri eğitimi bölümü öğretim elemanlarının alan öğretmeni yeterliklerine ilişkin düşünceleri. Kuramsal Eğitimbilim Dergisi [Journal of Theoretical Educational Science], 9(4), 555-570. http://dx.doi.org/10.5578/keg.10614 [Google Scholar]
  41. Schmitt, D. P., Allik, J., McCrae, R. R. & Benet-Martinez, V. (2007). The geographic distribution of big five personality traits: Patterns and profiles of human self-description across 56 nations. Journal of Cross-Cultural Psychology, 38 (2), 173-212.   https://doi.org/10.1177/0022022106297299 [Google Scholar] [Crossref] 
  42. Schultz, D. P. & Schultz, S. E. (2016). Theories of personality. Cengage Learning. Wadsworth, 11th ed., CA, USA. [Google Scholar]
  43. Shernoff, D. J., Sannella, A. J., Schorr, R. Y., Sanchez-Wall, L., Ruzek, E. A., Sinha, S. & Bressler, D. M. (2017). Separate worlds: the influence of seating location on student engagement, classroom experience, and performance in the large university lecture hall. Journal of Environmental Psychology, 49, 55-64.https://doi.org/10.1016/j.jenvp.2016.12.002 [Google Scholar] [Crossref] 
  44. Shiner, R. & Caspi, A. (2003). Personality differences in childhood and adolescence: Measurement, development, and consequences. Journal of child psychology and psychiatry, 44(1), 2-32. https://doi.org/10.1111/1469-7610.00101 [Google Scholar] [Crossref] 
  45. Suldo, S. M., Minch, D. R. & Hearon, B. V. (2015). Adolescent life satisfaction and personality characteristics: investigating relationships using a five factor model. Journal Of Happiness Studies, 16(4), 965-983. https://doi.org/10.1007/s10902-014-9544-1 [Google Scholar] [Crossref] 
  46. Sümer,  N.,  Lajunen,  T.  &  Ozkan,  T.  (2005).  Big  five  personality  traits  as  the distal  predictors  of  road  accident  involvement.  In Traffic  and  transport  144psychology: theory and application: proceedings of the ICTTP 2004 (p. 215). Elsevier Science Ltd. [Google Scholar]
  47. Srivastava, P. S. (2019). A study of personality development of girl prospective teachers in west tripura. The International Journal of Analytical and Experimental Modal Analysis.11(12), 830-839. [Google Scholar]
  48. Şimşek, Ö. F. (2007). Yapısal Eşitlik Modellemesine Giriş, Temel İlkeler ve Lisrel Uygulamaları. Ankara: Ekinoks Yayınları [Google Scholar]
  49. Topal, M. & Akgün, Ö. E. (2015). Eğitim fakültesinde okuyan öğretmen adaylarının eğitim amaçlı internet kullanımı öz-yeterlik algılarının incelenmesi: Sakarya üniversitesi örneği. Kastamonu Eğitim Dergisi, 23(1), 343-364. [Google Scholar]
  50. Tüfekçi, A. ve Kocabatmaz, H. (2015). Bilgisayar öğretmeni adaylarının öğretmenlik mesleğine yönelik tutumlarının değerlendirilmesi. Gazi Üniversitesi Gazi Eğitim Fakültesi Dergisi, 35(3), 523-555. [Google Scholar]
  51. Wang, Z., Bergin, C. & Bergin, D. A. (2014). Measuring engagement in fourth to twelfth grade classrooms: The Classroom Engagement Inventory. School Psychology Quarterly, 29(4), 517-535. https://doi.org/10.1037/spq0000050 [Google Scholar] [Crossref] 
  52. Yamagata, S., Suzuki, A., Ando, J., Ono, Y., Kijima, N., Yoshimura, K. & Livesley, W. J. (2006). Is the genetic structure of human personality universal? A cross-cultural twin study from North America, Europe, and Asia. Journal of personality and social psychology, 90(6), 987. [Google Scholar]
Download
Metric
History
Related

Volume 15 Issue 2

June 2020

All Articles

Educational Policy Analysis and Strategic Research

International Association of Educators.
This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International Public License.
Privacy policy     |     Terms of Use     |     Use of Cookies
Creative Commons Lisansı
© 2012 - 2024 - THDSoft e-Journal Management System.