IDEAS home Printed from https://ideas.repec.org/a/bcp/journl/v7y2023i5p41-51.html
   My bibliography  Save this article

Perceived Effects of Teacher Personality Traits on Students’ Mathematics Achievement: Case of Some Selected Junior High Schools in Wenchi Municipality in Ghana

Author

Listed:
  • Augustine Bediako

    (Department of Education, Al-Faruq College of Education, Wenchi, Ghana.)

  • Maxwell Kwesi Nyatsikor

    (Department of Humanities and Social Sciences, Education, University for Development Studies, Tamale, Ghana.)

  • Wahab Sualihu

    (Department of Education, Al-Faruq College of Education, Wenchi, Ghana.)

  • Seth Nmetteh Marmah

    (Department of Mathematics and ICT Education, Al-Faruq College of Education, Wenchi, Ghana)

Abstract

The study explored the perceived effects of teacher personality traits on Junior High School students’ mathematics achievement in the Wenchi municipality of Ghana. The study was anchored on the Five-Factor Model of trait theory, and the design was descriptive correlational. The study sample comprised 367 randomly selected teachers. The researchers adapted the Revised NEO Personality Inventory (NEO PI-R) questionnaire to collect the data and analysed using the mean, multiple regression and Pearson r correlation coefficient tests. The results indicated Conscientiousness and Neuroticism as the most dominant and least teacher personality traits. All five factors were perceived to positively impact students’ mathematics achievement, though insignificantly (p = 0.05). Nonetheless, only Extraversion and Agreeableness traits significantly correlated positively with students’ mathematics achievement. Being open to experience, conscientious, extravert, agreeable, and neurotic may be connected to students’ learning and academic achievement but not significantly important. The study recommends the need for teachers to be sociable, energetic, friendly and optimistic. They must also be organised, systematic, hardworking, reliable and responsible.

Suggested Citation

  • Augustine Bediako & Maxwell Kwesi Nyatsikor & Wahab Sualihu & Seth Nmetteh Marmah, 2023. "Perceived Effects of Teacher Personality Traits on Students’ Mathematics Achievement: Case of Some Selected Junior High Schools in Wenchi Municipality in Ghana," International Journal of Research and Innovation in Social Science, International Journal of Research and Innovation in Social Science (IJRISS), vol. 7(5), pages 41-51, May.
    • Handle: RePEc:bcp:journl:v:7:y:2023:i:5:p:41-51
    as

    Download full text from publisher

    File URL: https://www.rsisinternational.org/journals/ijriss/Digital-Library/volume-7-issue-5/41-51.pdf
    Download Restriction: no
    File URL: https://www.rsisinternational.org/journals/ijriss/articles/perceived-effects-of-teacher-personality-traits-on-students-mathematics-achievement-case-of-some-selected-junior-high-schools-in-wenchi-municipality-in-ghana/
    Download Restriction: no
    ---><---

    References listed on IDEAS

    as
    1. Matthew A. Kraft, 2019. "Teacher Effects on Complex Cognitive Skills and Social-Emotional Competencies," Journal of Human Resources, University of Wisconsin Press, vol. 54(1), pages 1-36.
    2. Raj Chetty & John N. Friedman & Jonah E. Rockoff, 2014. "Measuring the Impacts of Teachers I: Evaluating Bias in Teacher Value-Added Estimates," American Economic Review, American Economic Association, vol. 104(9), pages 2593-2632, September.
    3. Antonio Terracciano & Robert R. McCrae & Paul T. Costa, 2006. "Longitudinal Trajectories in Guilford–Zimmerman Temperament Survey Data: Results From the Baltimore Longitudinal Study of Aging," The Journals of Gerontology: Series B, The Gerontological Society of America, vol. 61(2), pages 108-116.
    4. Kevin Lanning & Rachel E. Pauletti & Laura A. King & Dan P. McAdams, 2018. "Personality development through natural language," Nature Human Behaviour, Nature, vol. 2(5), pages 327-334, May.
    5. Cezary Kuśnierz & Aleksandra M. Rogowska & Iuliia Pavlova, 2020. "Examining Gender Differences, Personality Traits, Academic Performance, and Motivation in Ukrainian and Polish Students of Physical Education: A Cross-Cultural Study," IJERPH, MDPI, vol. 17(16), pages 1-21, August.
    Full references (including those not matched with items on IDEAS)

    Most related items

    These are the items that most often cite the same works as this one and are cited by the same works as this one.
    1. Michael Dinerstein & Isaac M. Opper, 2022. "Screening with Multitasking," CESifo Working Paper Series 9869, CESifo.
    2. Gershenson, Seth, 2021. "Identifying and Producing Effective Teachers," IZA Discussion Papers 14096, Institute of Labor Economics (IZA).
    3. Christine Mulhern & Isaac M. Opper, 2021. "Measuring and Summarizing the Multiple Dimensions of Teacher Effectiveness," CESifo Working Paper Series 9263, CESifo.
    4. Julie Berry Cullen & Cory Koedel & Eric Parsons, 2021. "The Compositional Effect of Rigorous Teacher Evaluation on Workforce Quality," Education Finance and Policy, MIT Press, vol. 16(1), pages 7-41, Winter.
    5. Seth Gershenson & Stephen B. Holt & Adam Tyner, 2024. "Making the grade: The effect of teacher grading standards on student outcomes," Contemporary Economic Policy, Western Economic Association International, vol. 42(2), pages 305-318, April.
    6. Liebowitz, David D., 2021. "Teacher evaluation for accountability and growth: Should policy treat them as complements or substitutes?," Labour Economics, Elsevier, vol. 71(C).
    7. Lee Crawfurd & Caine Rolleston, 2020. "Long‐run effects of teachers in developing countries," Review of Development Economics, Wiley Blackwell, vol. 24(4), pages 1279-1299, November.
    8. Thijssen, Maximiliaan W.P. & Rege, Mari & Solheim, Oddny J., 2022. "Teacher relationship skills and student learning," Economics of Education Review, Elsevier, vol. 89(C).
    9. Terrier, Camille, 2020. "Boys lag behind: How teachers’ gender biases affect student achievement," Economics of Education Review, Elsevier, vol. 77(C).
    10. Christopher Conlon & Julie Holland Mortimer, 2021. "Empirical properties of diversion ratios," RAND Journal of Economics, RAND Corporation, vol. 52(4), pages 693-726, December.
    11. Tanaka, Ryuichi & Bessho, Shun-ichiro & Kawamura, Akira & Noguchi, Haruko & Ushijima, Koichi, 2020. "Determinants of Teacher Value-Added in Public Primary Schools: Evidence from Administrative Panel Data," IZA Discussion Papers 13146, Institute of Labor Economics (IZA).
    12. Hanushek, Eric A. & Rivkin, Steven G. & Schiman, Jeffrey C., 2016. "Dynamic effects of teacher turnover on the quality of instruction," Economics of Education Review, Elsevier, vol. 55(C), pages 132-148.
    13. Cattan, Sarah & Kamhöfer, Daniel A. & Karlsson, Martin & Nilsson, Therese, 2017. "The Short- and Long-Term Effects of Student Absence: Evidence from Sweden," IZA Discussion Papers 10995, Institute of Labor Economics (IZA).
    14. Kedagni, Desire & Krishna, Kala & Megalokonomou, Rigissa & Zhao, Yingyan, 2021. "Does class size matter? How, and at what cost?," European Economic Review, Elsevier, vol. 133(C).
    15. Timothy B. Armstrong & Michal Kolesár & Mikkel Plagborg‐Møller, 2022. "Robust Empirical Bayes Confidence Intervals," Econometrica, Econometric Society, vol. 90(6), pages 2567-2602, November.
    16. Lisa Grazzini, 2016. "The Importance of the Quality of Education: Some Determinants and its Effects on Earning Returns and Economic Growth," ECONOMIA PUBBLICA, FrancoAngeli Editore, vol. 2016(2), pages 43-82.
    17. Norman Gemmell & Patrick Nolan & Grant Scobie, 2017. "Public sector productivity: Quality adjusting sector-level data on New Zealand schools," Working Papers 2017/02, New Zealand Productivity Commission.
    18. C. Kirabo Jackson & Shanette C. Porter & John Q. Easton & Alyssa Blanchard & Sebastián Kiguel, 2020. "School Effects on Socioemotional Development, School-Based Arrests, and Educational Attainment," American Economic Review: Insights, American Economic Association, vol. 2(4), pages 491-508, December.
    19. Helen F. Ladd & Charles T. Clotfelter & John B. Holbein, 2017. "The Growing Segmentation of the Charter School Sector in North Carolina," Education Finance and Policy, MIT Press, vol. 12(4), pages 536-563, Fall.
    20. Larissa Zierow, 2017. "Economic Perspectives on the Implications of Public Child Care and Schooling for Educational Outcomes in Childhood and Adult Life," ifo Beiträge zur Wirtschaftsforschung, ifo Institute - Leibniz Institute for Economic Research at the University of Munich, number 76.

    More about this item

    Statistics

    Access and download statistics

    Corrections

    All material on this site has been provided by the respective publishers and authors. You can help correct errors and omissions. When requesting a correction, please mention this item's handle: RePEc:bcp:journl:v:7:y:2023:i:5:p:41-51. See general information about how to correct material in RePEc.

    If you have authored this item and are not yet registered with RePEc, we encourage you to do it here. This allows to link your profile to this item. It also allows you to accept potential citations to this item that we are uncertain about.

    If CitEc recognized a bibliographic reference but did not link an item in RePEc to it, you can help with this form .

    If you know of missing items citing this one, you can help us creating those links by adding the relevant references in the same way as above, for each refering item. If you are a registered author of this item, you may also want to check the "citations" tab in your RePEc Author Service profile, as there may be some citations waiting for confirmation.

    For technical questions regarding this item, or to correct its authors, title, abstract, bibliographic or download information, contact: Dr. Pawan Verma (email available below). General contact details of provider: https://www.rsisinternational.org/journals/ijriss/ .

    Please note that corrections may take a couple of weeks to filter through the various RePEc services.

    IDEAS is a RePEc service. RePEc uses bibliographic data supplied by the respective publishers.