THE INFLUENCE OF TEACHER PERSONALITY ON STUDENTS’ INTEREST IN ENGLISH CLASS AT SMK TEKNOLOGI INDUSTRI MAKASSAR
Pengaruh Kepribadian Guru Terhadap Minat Bahasa Inggris di SMK Teknologi Industri Makassar
Receiving a good quality of education is an important cornerstone in the life of every individual. It is imperative that students have the tools they need to be successful—which include interest and engagement. A Strong and positive teacher and students’ interaction heavily depends on teacher personalities. The research intends to find out what personality that the teachers’ belong to based on big five personality theory. This research also explored the impact of teacher personality on students’ interest more heavily. Besides, the researcher also aims to find out which types of the big five personalities, i.e., extraversion, agreeableness, openness, conscientiousness and neuroticism, that actually affect students’ interest. This research was conducted at SMK Teknologi Industri Maksaar. The sample was taken from one of English teacher called Mrs. HT and 60 students of her. Based on the result of findings and interpretation, it is found that the result of pearson calculated in teacher personality and students’ interest was 0.000 this value showed that the positive correlation between teacher personality and students’ interest in learning English. In fact, based on interpretation, H1 is accepted. It showed that teacher personality and students’ interest were significantly correlated. Furthermore, based on the regression analysis found out that the teacher personality gives contributed as much 0.359% or 35% to students’ interest. The last, the researcher found that the most influence personality to students interest is agreeableness and openness personality.
Ashari, D. K. (2017). Pengaruh Kompetensi Personal (Kepribadian) Guru Terhadap Minat Belajar Siswa Di Ma Darul Huda Wonodadi Blitar.
Barrick, M. R., & Mount, M. K. (1991). The big five personality dimensions and job performance: a meta‐analysis. Personnel Psychology, 44(1), 1–26.
Bhargava, A., & Pathy, M. (2011). Perception of student teachers about teaching competencies. American International Journal of Contemporary Research, 1(1), 77–81.
Boynton, M., & Boynton, C. (2005). The educator’s guide to preventing and solving discipline problems. ASCD.
Costa, P. T., & McCrae, R. R. (1985). The NEO personality inventory. Psychological assessment resources Odessa, FL.
Eysenck, H. J. (1986). Toward a new model of intelligence. Personality and Individual Differences, 7(5), 731–736.
Harackiewicz JM, Tibbetts Y, Canning EA, Hyde JS. Harnessing values to promote motivation in education. In: Karabenick S, Urden T, editors. Motivational interventions: Advances in motivation and achievement. Vol. 18. Bingley, UK: Emerald Group Publishing; 2014. pp. 71–105.
Harris, E. G., & Fleming, D. E. (2005). Assessing the human element in service personality formation: personality congruency and the Five Factor Model. Journal of Services Marketing.
Hidi S. Interest: A unique motivational variable. Educational Research Review. 2006;1:69–82.
Jahangiri, M. (2016). Teacher’personality and students’ learning motivation. Academic Journal of Psychological Studies, 5(3), 208–214.
John, O. P., & Srivastava, S. (1999). The Big-Five trait taxonomy: History, measurement, and theoretical perspectives (Vol. 2). University of California Berkeley.
Mangal, S K. 2007. Essentials Of Educational Phsychology. New Delhi: Prentice Hall.
Markley, T. (2004). Defining the effective teacher: Current arguments in education. Essays in Education, 11(1), 6.
Ni, (, Sayuwaktini, W., Yanzi, H., & Pitoewas, B. (n.d.). Abstrak Pengaruh Kompetensi Kepribadian Guru Terhadap Minat Belajar Siswa Pada Mata Pelajaran Ppkn.
Rockoff, J. E. (2004). The impact of individual teachers on student achievement: Evidence from panel data. American Economic Review, 94(2), 247–252.
Rushton, S., Morgan, J., & Richard, M. (2007). Teacher’s Myers-Briggs personality profiles: Identifying effective teacher personality traits. Teaching and Teacher Education, 23(4), 432–441.
Paunonen, S. V, & Ashton, M. C. (2001). Big five factors and facets and the prediction of behavior. Journal of Personality and Social Psychology, 81(3), 524.