An Investigation of Personality Traits in Relation to Job Performance of Online Instructors

Autor/inn/en	Holmes, Charles; Kirwan, Jeral R.; Bova, Mark; Belcher, Trevor
Titel	An Investigation of Personality Traits in Relation to Job Performance of Online Instructors
Quelle	In: Online Journal of Distance Learning Administration, 18 (2015) 1 PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1556-3847
Schlagwörter	Statistical Analysis; Correlation; Personality Traits; Online Courses; Teacher Effectiveness; College Faculty; Teacher Surveys; Program Effectiveness; Teacher Competencies; Online Surveys; Teaching Skills; Job Performance + Suchen Sie Ihr Suchwort? Statistische Analyse; Korrelation; Individual characteristics; Personality characteristic; Persönlichkeitsmerkmal; Online course; Online-Kurs; Effectiveness of teaching; Instructional effectiveness; Lehrerleistung; Unterrichtserfolg; Fakultät; Lehrkunst; Lehrbefähigung; Lehrkompetenz; Unterrichtsbefähigung; Work performance; Arbeitsleistung
Abstract	This quantitative study examined the relationship between the Big 5 personality traits and how they relate to online teacher effectiveness. The primary method of data collection for this study was through the use of surveys primarily building upon the Personality Style Inventory (PSI) (Lounsbury & Gibson, 2010), a work-based personality measure, was the instrument used to assess personality measures. In addition an evaluation instrument was developed by the researchers to evaluate classroom performance across a 10-point scale. In total 115 instructors from a large predominantly online university were surveyed through Qualtrics for personality traits and then had their courses evaluated for effectiveness and quality utilizing measures based on the Quality Matters program. Using a Pearson product moment correlation coefficient, it was found that 9 personality traits were significantly correlated with online teaching performance. While the results of this study can only be seen at this point as preliminary, it does open the door to further studies to determine if online teacher training or professional development interventions should take a different approach. Ultimately, the findings of this study demonstrated that personality does play a significant role in the effectiveness of online teaching performance. (As Provided).
Anmerkungen	State University of West Georgia. 1601 Maple Street, Honors House, Carrollton, GA 30118. Tel: 678-839-5489; Fax: 678-839-0636; e-mail: distance@westga.edu; Web site: http://www.westga.edu/~distance/ojdla
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01