Relationship between teaching styles and types of teaching personalities in a private institution of higher education

Authors

  • Ingrid Victoria Pastor de Jones
    Bio
     Universidad Católica San Pablo- Arequipa-Perú

DOI:

https://doi.org/10.4151/07189729-Vol.56-Iss.1-Art.443

Keywords:

Teaching personality method Teachers relationship

Abstract

The objective of the study is to determine the relationship between the teaching styles, types of personality and temperament of teachers of higher education. A preliminary document was taken from the study "Relationship between teaching styles and levels of reading comprehension" (Pastor, 2008).

The methodology corresponds to non-experimental, descriptive correlational type research. The study population consisted of 50 teachers selected with a sampling non-probability by quotas (De Canales, 1986).

The teachers that participated completed a questionnaire from the teaching styles of Anthony F. Grasha, comprising expert, formal authority, personal model, and facilitator and delegator styles and completed a questionnaire rating personalities by J. Eysenck-S.B.G., which assesses the dimensions of personality introversion, extroversion, psychoticism, and neuroticism.

The results indicated a significant relationship between different styles of teaching and extroverted personality, and concluded that the more extrovert the teacher is, the more they will tend to apply a more delegatory style of teaching.

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Published

2017-01-23

How to Cite

Pastor de Jones, I. V. (2017). Relationship between teaching styles and types of teaching personalities in a private institution of higher education. Perspectiva Educacional, 56(1), 62–83. https://doi.org/10.4151/07189729-Vol.56-Iss.1-Art.443

Issue

Vol. 56 No. 1 (2017)

Section

Research Articles

License

Copyright (c) 2017 Ingrid Victoria Pastor de Jones

Creative Commons License

This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.

The authors grant an exclusive licence, without time limit, for the manuscript to be published in the Perspectiva Educacional journal, published by the Pontificia Universidad Católica of Valparaíso (Chile), through the School of Pedagogy.