The Relationship Among Malaysia Chinese Independent School Students’ Perception of Teachers’ Personality Traits, Teaching Styles and Students’ Academic Self Efficacy

• Main Authors: LEE ＳＯＯＫ MOI, 李淑梅
• Other Authors: 王智弘博士
• Format: Others
• Language: zh-TW
• Published: 2011
• Online Access: http://ndltd.ncl.edu.tw/handle/40490264802835175503

碩士 === 國立彰化師範大學 === 教育研究所 === 99 === The Relationship Among Students’ Perception of Teachers’ Personality Traits, Teaching Styles and Students’ Academic Self Efficacy Abstract The main purpose of this study was to investigate the relationship among students’ perception of teachers’ personality traits, teaching styles and students’ academic self efficacy. Teachers’ personality traits include teaching styles, the various pedagogies the teachers themselves use in their dairly teaching. Students’ academic self efficacy involves the discrepancy between the different background of students’ perception and the understanding of the predictability of students’ academic competency. To achieve the goal of this study, the researcher has applied self-report scale and research to collect data of 800 students from two private Malaysian Chinese schools: Chung Hua High School of Seremban, and Chung Hua High School of Port Dickson. Data were analysed in several ways: descriptive statistics, independent t-test, one-way ANOVA and stepwise multiple regression. In her study, the researcher has categorized her major findings as follows: 1. The students’ perception of teachers’ personality traits and teaching styles did not differ significantly in gender, but differed significantly in gender and students’ academic self efficacy 2. The students’ perception of extraversion of teachers’ personality traits, skill used in teaching styles and overall academic self efficacy differed significantly in classes – the competency level of each individual class differed. 3. The students’ perception of teachers’ personality traits, teaching styles and academic self efficacy did not differ significantly in social status of parents. 4. 2.2% of the variance in overall students’ academic self efficacy can be predicted by conscientiousness of the teachers’ personality traits. 5. 4.2% of the variance in overall students’ academic self efficacy could be predicted by classroom ambience of teachers’ teaching styles. According to the result of this study, suggestions are provided by the researcher herself for Chinese independent school teachers and school administrators.