The Role of Teacher Efficacy and Characteristics on Teaching Effectiveness,

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and Characteristics on T

and Characteristics on Teaching

eaching

Effectiveness,

Effectiveness, PP

PPPP

PPPPerformance,

erformance,

and Use of Learner

and Use of Learner-Centered Practices

-Centered Practices

Carlo Magno and Josefina Sembrano

Carlo Magno and Josefina Sembrano Carlo Magno and Josefina Sembrano Carlo Magno and Josefina Sembrano Carlo Magno and Josefina Sembrano Carlo Magno and Josefina Sembrano Carlo Magno and Josefina Sembrano Carlo Magno and Josefina Sembrano Carlo Magno and Josefina Sembrano Carlo Magno and Josefina Sembrano De La Salle-College of Saint

De La Salle-College of Saint Benilde, PhilippinesBenilde, Philippines

The study tested two models on the

The study tested two models on the interaction of teacher variables using Structural Equationsinteraction of teacher variables using Structural Equations Modeling (SEM). In the first model, the effect of teacher’s personality characteristics and Modeling (SEM). In the first model, the effect of teacher’s personality characteristics and teaching efficacy on teacher’s performance and effective teaching was tested. In the second teaching efficacy on teacher’s performance and effective teaching was tested. In the second model, the effects

model, the effects of learner-centered practices on of learner-centered practices on teacher’s performance, effective teaching,teacher’s performance, effective teaching, and teaching efficacy were included. 296 teachers from a community college were assessed and teaching efficacy were included. 296 teachers from a community college were assessed by their students on

by their students on their teaching performance using the Student Instructional Report (SIR),their teaching performance using the Student Instructional Report (SIR), the Effective Teaching Inventory (ETI), and the Learner-centered Practices Questionnaire the Effective Teaching Inventory (ETI), and the Learner-centered Practices Questionnaire which were devised by the researchers. On the other hand, the teachers assessed themselves which were devised by the researchers. On the other hand, the teachers assessed themselves using Osgood’s Personality Characteristics Scale and the Teacher Efficacy Inventory by Gibson using Osgood’s Personality Characteristics Scale and the Teacher Efficacy Inventory by Gibson

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at because of the lack of

at because of the lack of coherence of the variablescoherence of the variables for personal characteristics.

for personal characteristics.

On the other hand, the effect of teaching On the other hand, the effect of teaching efficacy on teaching performance is established, efficacy on teaching performance is established, although teaching performance has different although teaching performance has different constructs in studies investigating the effects of constructs in studies investigating the effects of efficacy and personal characteristics of teachers. efficacy and personal characteristics of teachers. There is a need to further separate the different There is a need to further separate the different dimensions of teaching performance because the dimensions of teaching performance because the effects of personal characteristics and efficacy may effects of personal characteristics and efficacy may vary according to different domains in assessing vary according to different domains in assessing performance. Teaching performance in different performance. Teaching performance in different studies may mean both effective and ineffective studies may mean both effective and ineffective characteristics (Young & Shaw, 1999).

characteristics (Young & Shaw, 1999). EffectiveEffective characteristics of teachers consist of a

characteristics of teachers consist of a different setdifferent set of items as compared with general measures that of items as compared with general measures that assesses the level of teacher’s performance in assesses the level of teacher’s performance in teaching (Magno, 2006a). For example, teaching teaching (Magno, 2006a). For example, teaching methodologies and strategies may be effective or methodologies and strategies may be effective or ineffective depending on the implementation of the ineffective depending on the implementation of the teachers and hence, should only be used

teachers and hence, should only be used for generalfor general assessment and not for surveying the effective assessment and not for surveying the effective characteristics of teachers.

characteristics of teachers. ConverselyConversely, items on, items on being “enthusiastic, well-prepared., genuine, being “enthusiastic, well-prepared., genuine, self-confident etc.” are seen as positive and effective confident etc.” are seen as positive and effective characteristics that exist in the relationship between characteristics that exist in the relationship between the teacher and the stud

the teacher and the student. In the study, teacherent. In the study, teacher

practices on teaching efficacy, (2) the effect of practices on teaching efficacy, (2) the effect of personal characteristics and teaching efficacy on personal characteristics and teaching efficacy on teacher effectiveness and performance, and (3) the teacher effectiveness and performance, and (3) the relationship of teaching efficacy and personal relationship of teaching efficacy and personal characteristics.

characteristics.

Effects of Teaching Efficac

Effects of Teaching Efficacy on Ty on Teachingeaching Performance and Effectiveness

Performance and Effectiveness

The literature explaining the effects of teaching The literature explaining the effects of teaching efficacy on teaching performance is establishe efficacy on teaching performance is established ond on the grounds of the social cognitive theory (Bandura the grounds of the social cognitive theory (Bandura,, 1977). Bandura (1997) concluded that the 1977). Bandura (1997) concluded that the evidence across studies is consistent in showing evidence across studies is consistent in showing that “perceived self-efficacy” contributes that “perceived self-efficacy” contributes significantly to level of motivation and performance significantly to level of motivation and performance accomplishments. Bandura (2000) embraced an accomplishments. Bandura (2000) embraced an integrated perspective for human

integrated perspective for human performanceperformance in which social influences operate through in which social influences operate through psychological mechanisms. Teachers’ own psychological mechanisms. Teachers’ own beliefs and convictions about their own beliefs and convictions about their own performance have much influence on the actual performance have much influence on the actual performance (Magno, 2005; Jinks & Morgan, performance (Magno, 2005; Jinks & Morgan, 1999). It was explained by Gibson and Dembo 1999). It was explained by Gibson and Dembo (1984) that teachers who believe student (1984) that teachers who believe student learning can be influenced by effective teaching learning can be influenced by effective teaching (outcomes expectancy beliefs) and who also (outcomes expectancy beliefs) and who also

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centered teaching strategies, while teachers with a centered teaching strategies, while teachers with a low sense of efficacy are more likely to use low sense of efficacy are more likely to use teacher-directed strategies, such as lecture and teacher-directed strategies, such as lecture and reading from the text (Czerniak, 1990). In reading from the text (Czerniak, 1990). In classrooms where teachers have high levels of classrooms where teachers have high levels of teaching efficacy, high levels of learning occur teaching efficacy, high levels of learning occur (Weasmer & W

(Weasmer & Woods, 19oods, 1998).98).

The research trend on teaching efficacy at the The research trend on teaching efficacy at the onset of the 21st century concentrated more on onset of the 21st century concentrated more on establishing reliable and valid measures of establishing reliable and valid measures of self- self-efficacy contextualized in teaching and it was usually efficacy contextualized in teaching and it was usually made domain specific, for instance, for made domain specific, for instance, for mathematics and science teaching. One is the mathematics and science teaching. One is the Scien

Science Tce Teaching Efficacy eaching Efficacy Belief Belief InstrumeInstrume nt- nt-Preservice (STEBI-B) by Enochs & Riggs Preservice (STEBI-B) by Enochs & Riggs (1990) which was further enriched in the studies (1990) which was further enriched in the studies of Wingfield, Freeman, and Ramsey (2000), of Wingfield, Freeman, and Ramsey (2000), Tosun (2000), Bleicher (2001, 2002) and Tosun (2000), Bleicher (2001, 2002) and Bleicher and Lindgren (2002), and Settlage Bleicher and Lindgren (2002), and Settlage (2000). STEBI-B is a one-page, 23-item (2000). STEBI-B is a one-page, 23-item instrument containing items such as, “I will instrument containing items such as, “I will typically be able to answer students’ science typically be able to answer students’ science questions.” Preservice teachers indicate that questions.” Preservice teachers indicate that they either agree or disagree with such a they either agree or disagree with such a statement by choosing from a 5-point Likert statement by choosing from a 5-point Likert scale, ranging from strongly agree to strongly scale, ranging from strongly agree to strongly disagree. Thei

disagree. Thei aled over thaled over the 23e 23

in different studies. Because of this wide array in different studies. Because of this wide array of differences, different components of of differences, different components of personality characteristics have also been used. personality characteristics have also been used. This is primarily due to a wide selection of This is primarily due to a wide selection of theories explaining an

theories explaining an individual’s personality.individual’s personality. For example (1) Grindler and Straton (1990), For example (1) Grindler and Straton (1990), Grant & Cambre (1990), and Katz (1992) used Grant & Cambre (1990), and Katz (1992) used the Myers-Briggs Type Indicator (MBTI) results the Myers-Briggs Type Indicator (MBTI) results to help teachers develop different teaching to help teachers develop different teaching methods and more readily accept a variety of methods and more readily accept a variety of materials and technology; (2) Henson and materials and technology; (2) Henson and Chambers (2003) also used the factors of the Chambers (2003) also used the factors of the MBTI to predict teaching efficacy and MBTI to predict teaching efficacy and classroom control orientation; (3) Erdle, classroom control orientation; (3) Erdle, Murray, and Rushton (1985), Henry and Murray, and Rushton (1985), Henry and Rohwer (2004), Murray, Rushton, and Rohwer (2004), Murray, Rushton, and Paunonen (1990), and

Paunonen (1990), and TTeachout (1997) studiedeachout (1997) studied personality as a collective of individ

personality as a collective of individual behavior,ual behavior, such as ambition, intelligence, sense of humor, such as ambition, intelligence, sense of humor, or others; (4) Madsen,

or others; (4) Madsen, Standley, and CassidyStandley, and Cassidy (1989), and Yarbrough and Madsen (1998) (1989), and Yarbrough and Madsen (1998) operationa

operationalized personalilized personality as ty as teacher intensteacher intensityity or enthusiasm. Despite the different ways of or enthusiasm. Despite the different ways of operationalizing personality as a variable among operationalizing personality as a variable among teachers, there is evidence of the relationship teachers, there is evidence of the relationship between personality of teachers and effective between personality of teachers and effective teaching. There are numerous studies

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teaching efficacy is a reliable predictor in the teaching efficacy is a reliable predictor in the improvement of the personality characteristi improvement of the personality characteristics of cs of teachers. The findings suggest that personality teachers. The findings suggest that personality types such as intrapersonal intelligence, types such as intrapersonal intelligence, critical-thinking dispositions, and a judicial critical-thinking style thinking dispositions, and a judicial thinking style results in a more reliable outcome in reflective results in a more reliable outcome in reflective teaching and mastery performance (which is teaching and mastery performance (which is self-efficacy). Moreover, the study of Flores and Clark efficacy). Moreover, the study of Flores and Clark (2004) found that personality (character), (2004) found that personality (character), interests, occupational activit

interests, occupational activityy, interpersonal style,, interpersonal style, and

and moral moral worth using multivariatworth using multivariate regression anale regression analysisysis showed an effect on

showed an effect on teacher efficacyteacher efficacy. Even studies. Even studies that investigated the effect of teaching efficacy alone that investigated the effect of teaching efficacy alone on performance recognized the need to see what on performance recognized the need to see what propels teaching

propels teaching efficacy such efficacy such as as the study the study of of Onafowora (2005) where she recommends that Onafowora (2005) where she recommends that further investigation on novice teachers’ “self” further investigation on novice teachers’ “self” confid

confidence ence at different times at different times and to note consand to note consistencyistency patterns, or growth as it relates

patterns, or growth as it relates to teacher-efficacyto teacher-efficacy attributes. Fisler and Firestone (2006) further attributes. Fisler and Firestone (2006) further explained the role teacher factors play in classroom explained the role teacher factors play in classroom change and improvement. They found that change and improvement. They found that individual teacher factors such as self-efficacy could individual teacher factors such as self-efficacy could mediate the influence on teacher learning and mediate the influence on teacher learning and pedagogical change. However, the study of Henson pedagogical change. However, the study of Henson and Chambers (2003) used personality types as and Chambers (2003) used personality types as predictors of self-efficacy and classroom control predictors of self-efficacy and classroom control

facilitating the success of student

facilitating the success of students. There are 14s. There are 14 learner-centered psychological principles that were learner-centered psychological principles that were formulated by the American Psychological formulated by the American Psychological Association task force that are related to students’ Association task force that are related to students’ learning, motivation, and individual differences. The learning, motivation, and individual differences. The integrating factors that affect the learner and his integrating factors that affect the learner and his learning are metacognitive and cognitive, affective, learning are metacognitive and cognitive, affective, developmental, personal and social, and individual developmental, personal and social, and individual differences. The major features of differences. The major features of learner-centeredness practices are: (1) the learners are centeredness practices are: (1) the learners are included in the educational decision making included in the educational decision making process; (2) diverse perspectives of learners are process; (2) diverse perspectives of learners are encouraged; (3) individual differences of the encouraged; (3) individual differences of the learners are accounted for and respected; and (4) learners are accounted for and respected; and (4) learners are co-creators of the teaching and learners are co-creators of the teaching and learning process.

learning process.

Much has been studied on the effects of Much has been studied on the effects of learner-centeredness in the classroom setting focusing on centeredness in the classroom setting focusing on student outcomes. There is a need to study how student outcomes. There is a need to study how learner-centered practices interact with teacher learner-centered practices interact with teacher factors such as teaching efficacy and performance. factors such as teaching efficacy and performance. There is little evidence explaining the impact of using There is little evidence explaining the impact of using learner-cente

learner-centered practices on red practices on teaching efficacy;teaching efficacy; there is definitely a call for more studies in this line there is definitely a call for more studies in this line of research. One is Sari

of research. One is Sariscsany’s (2005) study onscsany’s (2005) study on the influences of

the influences of learning-cenlearning-centered methodologiestered methodologies on preservice teach

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Personality Personality Characteristics Characteristics Teaching Teaching Efficacy Efficacy Learner-centeredness centeredness Effective Effective Teaching Teaching Teaching Teaching Performance Performance • • • • • • • • • • • • Figure 1.

Figure 1. Diagram Showing the Connections of TDiagram Showing the Connections of Teacher Factors Leadingeacher Factors Leading to Teaching Performance and Teaching Effectiveness.

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teachers’ personality that are necessary in teaching teachers’ personality that are necessary in teaching such

such as beas being tolerant, having tolerant, hav ing a going a go od sensod sens e of e of humor, being warm and friendly, and being humor, being warm and friendly, and being concerned about students. This distinction concerned about students. This distinction between performance and effectiveness is not between performance and effectiveness is not yet well-defined in literature. Studies use these yet well-defined in literature. Studies use these concepts intercha

concepts intercha ngeably due to the nature of ngeably due to the nature of their seeming relationship, where teacher their seeming relationship, where teacher performance is rated highly and hence must be performance is rated highly and hence must be effective.

effective.

CONCEPTUAL FRAMEWORK CONCEPTUAL FRAMEWORK

The study tested a model showing the effect of The study tested a model showing the effect of personality characteristics of teachers on their personality characteristics of teachers on their performance in teaching, effective teaching performance in teaching, effective teaching characteristics, and teaching efficacy. This is characteristics, and teaching efficacy. This is explained in Bandura’s social cognitive theory explained in Bandura’s social cognitive theory (1977, 1986) where personal beliefs are (1977, 1986) where personal beliefs are concerned with the conviction that one can concerned with the conviction that one can successfully execute the behavior required to successfully execute the behavior required to produce the outcomes such as teacher produce the outcomes such as teacher performance. Changes in the teachers’ effort performance. Changes in the teachers’ effort and achievement are attributed to the

and achievement are attributed to the way theyway they conceptualize themselves (Gorrell, 1990). conceptualize themselves (Gorrell, 1990). Personality plays a role in the way teachers are Personality plays a role in the way teachers are

The effect of learner-centeredness used by The effect of learner-centeredness used by teachers on self-efficacy, performance and effective teachers on self-efficacy, performance and effective teaching characteristics are also tested in a model. teaching characteristics are also tested in a model. These connections are anchored on the social These connections are anchored on the social cognitive theory (Bandura, 1977, 1986) where the cognitive theory (Bandura, 1977, 1986) where the teachers’ belief of their

teachers’ belief of their behavior (self-efficbehavior (self-efficacy) leadacy) lead to certain outcomes (teaching performance and to certain outcomes (teaching performance and teaching effectiveness). The influence of teaching effectiveness). The influence of learner-centered practices on teaching efficacy is explained centered practices on teaching efficacy is explained in the outcome expectancy model of Bandura in the outcome expectancy model of Bandura (1977) where teachers believe that the

(1977) where teachers believe that the environmentenvironment can be controlled and their abilities bring

can be controlled and their abilities bring aboutabout positive student change. Learner-centeredness is positive student change. Learner-centeredness is suitable in the model because its design is consi suitable in the model because its design is consistentstent with the cu

with the currenrrent viewt views of learning, mos of learning, motivation, tivation, andand individual differences where teachers can best individual differences where teachers can best create an ideal learning environment by supporting create an ideal learning environment by supporting the learning

the learning context (McCombs, 1997). context (McCombs, 1997). The socialThe social cognitive theory, when applied to teaching, explains cognitive theory, when applied to teaching, explains that teachers using authentic and student-directed that teachers using authentic and student-directed activities such as learner-centered practices activities such as learner-centered practices develop the conviction to be successful and thus develop the conviction to be successful and thus perform well (Sariscsany, 2005). The use of a perform well (Sariscsany, 2005). The use of a learner-centered approach in teaching enables the learner-centered approach in teaching enables the teacher to be more effective and perform better teacher to be more effective and perform better (Y

(Yeung & Watkins, 20eung & Watkins, 2000).00).

The evidence across different studies is The evidence across different studies is

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Instruments Instruments

Five instruments were used in the

Five instruments were used in the study: Thestudy: The Osgood’s Personality Characteristics Scale Osgood’s Personality Characteristics Scale (OPCS), Teacher Efficacy Inventory (TEI), (OPCS), Teacher Efficacy Inventory (TEI), Effective Teaching Inventory (ETI), Student Effective Teaching Inventory (ETI), Student Instructional Report (SIR), and Learner-Centered Instructional Report (SIR), and Learner-Centered Practices Questionnaire (LCPQ).

Practices Questionnaire (LCPQ).

Osgood’s Personality Characteristics Scale Osgood’s Personality Characteristics Scale (OPCS)

(OPCS). The OPCS was used to measure the. The OPCS was used to measure the personality characteristics of teachers as personality characteristics of teachers as developed by Sherman and Blackburn (1975). developed by Sherman and Blackburn (1975). They were able to extract four factors composed They were able to extract four factors composed of 22 items using orthogonal rotation as a result of of 22 items using orthogonal rotation as a result of their factor analysis. The factors are four distinct their factor analysis. The factors are four distinct personality components: personal potency (items personality components: personal potency (items 1-8), pragmatism (9-10), amicability (11-15), and 1-8), pragmatism (9-10), amicability (11-15), and intellectual competency (16-22). The items under intellectual competency (16-22). The items under the four personality components are bipolar the four personality components are bipolar adjective-pair items descriptive of various adjective-pair items descriptive of various personality characteristics. Based on Sherman and personality characteristics. Based on Sherman and Blackburn’

Blackburn’s (1975) study, the descriptions of s (1975) study, the descriptions of thethe factors are as follows:

factors are as follows: (1)

(1)Personal potencyPersonal potency- Factor loadings ranged- Factor loadings ranged from .84 to .54.

from .84 to .54. One with high personal potencyOne with high personal potency is characterized as one who is highly attra

is characterized as one who is highly attractive andctive and

The instrument had an overall internal The instrument had an overall internal consistency of .887 using Cronba

consistency of .887 using Cronbach’s alpha.ch’s alpha.

Teacher Efficacy Inventory (TEI)

Teacher Efficacy Inventory (TEI). The TEI. The TEI was used to measure teaching efficacy. This was used to measure teaching efficacy. This instrument was constructed by Gibson and Dembo instrument was constructed by Gibson and Dembo (1984) and they were able to extract two factors. (1984) and they were able to extract two factors. Factor 1 is called Personal Teaching Efficacy (items Factor 1 is called Personal Teaching Efficacy (items 1 to 9), which reflects the teacher’s sense of 1 to 9), which reflects the teacher’s sense of personal responsibility in student learning and/or personal responsibility in student learning and/or behavior and corresponds to Ba

behavior and corresponds to Ba ndura’s self-ndura’s self-efficacy dimension. Factor 2

efficacy dimension. Factor 2 is called Teachingis called Teaching Efficacy (items 10 to 16), which

Efficacy (items 10 to 16), which represents howrepresents how a teacher’s belief that his or her ability can bring a teacher’s belief that his or her ability can bring about change is significantly limited by factors about change is significantly limited by factors external to the teacher such as external external to the teacher such as external environment, family background, and parental environment, family background, and parental influences. Analysis of internal consistency influences. Analysis of internal consistency reliability yielded a Cronbach’s alpha coefficient reliability yielded a Cronbach’s alpha coefficient of .78 for the Personal Teaching Efficacy factor, of .78 for the Personal Teaching Efficacy factor, .75 for the Teaching Efficacy factor

.75 for the Teaching Efficacy factor and .79 forand .79 for all the items. For

all the items. For each item the students respondedeach item the students responded using an 8-point scale ranging from strongly agree using an 8-point scale ranging from strongly agree to strongly disagree. The overall internal to strongly disagree. The overall internal consistency of the items using Cronb

consistency of the items using Cronbach’s alpha isach’s alpha is .806.

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Student Instructional Report (SIR)

Student Instructional Report (SIR). The SIR. The SIR was used to assess the performance of teachers in was used to assess the performance of teachers in five areas: Classroom organization, classroom five areas: Classroom organization, classroom resources, response to student needs, evaluation, resources, response to student needs, evaluation, and e

and enrichnrichment ment activitiactivities. The es. The items oitems of the f the SIRSIR were based on the Student Instructional Report were based on the Student Instructional Report 2 by Centra (1998) o

2 by Centra (1998) o f the Educational Testingf the Educational Testing Service. In the ETS version the Cronbach’s Service. In the ETS version the Cronbach’s alpha was uniformly high rangi

alpha was uniformly high rangi ng from .89 tong from .89 to .98. In the curre

.98. In the curre nt study the Cronbach’s alphant study the Cronbach’s alpha value obtained was .998 indicating that the value obtained was .998 indicating that the itemsitems are highly consistent. Interclass correlations are highly consistent. Interclass correlations were also conducted having acceptable were also conducted having acceptable correlation coefficients. In Centra’s SIR, a study correlation coefficients. In Centra’s SIR, a study of several multiple section courses did of several multiple section courses did demonstrate that learning gains were related to demonstrate that learning gains were related to the overall evaluation of the instructor as well the overall evaluation of the instructor as well as to some of the scale scores as evidence of as to some of the scale scores as evidence of criterion validity. The construct validity is criterion validity. The construct validity is demonst

demonstrated rated where the factors produwhere the factors produced closeced closelyly dupl

duplicaticated the scales ded the scales d esigned. Hesigned. H owever, theowever, the scales did correlate significantly with

scales did correlate significantly with each other,each other,

as has been typical of other student rating forms, as has been typical of other student rating forms, and this reflects a response set by students

and this reflects a response set by students. That. That is, students have a tendency to rate good is, students have a tendency to rate good instructors as effective on all items and scales instructors as effective on all items and scales rather than differentiating their performances. A rather than differentiating their performances. A confirmatory factor analysis was conducted in confirmatory factor analysis was conducted in the

the prepreset study to prove set study to prove the factor structure of the factor structure of the SIR.

the SIR.

Learner-Centered Practices Questionnaire Learner-Centered Practices Questionnaire (LCPQ)

(LCPQ). The LCPQ is based on the principles of . The LCPQ is based on the principles of the learner-centered practices by McCombs the learner-centered practices by McCombs (199

(1997). 7). The items were constThe items were const ructed undructed und er theer the a r e a s o f ( 1 ) p o s i t i v e i n t e r p e r s o n a l a r e a s o f ( 1 ) p o s i t i v e i n t e r p e r s o n a l characteristics (items 1 to 5), (2) encourages characteristics (items 1 to 5), (2) encourages personal challenge (items 6 to 10),

personal challenge (items 6 to 10), (3) adopts(3) adopts class learning needs (items 11-15), and (4) class learning needs (items 11-15), and (4) facilitates the learning process (items 16 to 19). facilitates the learning process (items 16 to 19). The overall reliability of the scale is .994 The overall reliability of the scale is .994 indicating high internal consistency of the items. indicating high internal consistency of the items. The

The descdescriptription and scale reliaion and scale reliability for the arbility for the areaseas are as follows: are as follows: M M SS cc aa ll e e SS D D SS E E NN T Table able 11

Mean and Standard Deviation. Mean and Standard Deviation.

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(1)

(1) Positive interpersonal characteristicsPositive interpersonal characteristics–– the items reflect the ability to develop positive the items reflect the ability to develop positive interpersonal relationships with students and the interpersonal relationships with students and the instructor’

instructor’s ability to s ability to value and respect studentsvalue and respect students as persons. The internal consistency of the items as persons. The internal consistency of the items using Cronbach’s alpha is .986.

using Cronbach’s alpha is .986. (2)

(2) Encourages personal challenge Encourages personal challenge– the items– the items show how students are expected to ta

show how students are expected to ta ke chargeke charge of their learning. The internal consistency of the of their learning. The internal consistency of the items using Cronbach’s alpha is .983.

items using Cronbach’s alpha is .983. (3)

(3) Adopts class learning needs Adopts class learning needs – the items– the items shows the ability to be flexible in order to addr shows the ability to be flexible in order to addressess students’ needs. The internal consistency of the students’ needs. The internal consistency of the items using Cronbach’s alpha is .975.

items using Cronbach’s alpha is .975. (4)

(4)Facilitates the learning processFacilitates the learning process– the items– the items reflect the instructor’s ability to encourage students reflect the instructor’s ability to encourage students to monitor their own learning process. The internal to monitor their own learning process. The internal consistenc

consistency of the items using Cronbach’s alpha isy of the items using Cronbach’s alpha is .990.

.990.

The confirmatory factor analysis conducted The confirmatory factor analysis conducted proved the factor structure of the four areas of proved the factor structure of the four areas of learner-centere

learner-centered d practices.practices.

Procedure Procedure

Individual letters were circulated to the faculty Individual letters were circulated to the faculty members to formally inform them about the members to formally inform them about the studystudy

outside of the classroom while the students were outside of the classroom while the students were responding to the other set of instruments.

responding to the other set of instruments. Data Analysis

Data Analysis The

The mean and the standard deviation were usedmean and the standard deviation were used to report the levels of each of the scales. All the factors to report the levels of each of the scales. All the factors of the measures were intercorrelated to establish the of the measures were intercorrelated to establish the relationship of the factors to be entered in the relationship of the factors to be entered in the Structura

Structural Equations Modelingl Equations Modeling..

The Structural Equations Modeling or SEM was The Structural Equations Modeling or SEM was used as the major analy

used as the major analysis in the study. Tsis in the study. Two modelswo models were tested in the

were tested in the studystudy. In the . In the first model, thefirst model, the effects of personality characteristics on teaching effects of personality characteristics on teaching efficacy, effective teaching, and teaching efficacy, effective teaching, and teaching performance were tested. The effect of

performance were tested. The effect of learner- learner-centered practices on teaching efficacy was also centered practices on teaching efficacy was also tested. I

tested. In Model n Model 2, the 2, the same paths were same paths were tested tested butbut this time the effects of learner-centered practices on this time the effects of learner-centered practices on effective teaching and teaching performance were effective teaching and teaching performance were tested. The obtained Root Mean Square Error tested. The obtained Root Mean Square Error Approximation (RMSEA) was used to determine the Approximation (RMSEA) was used to determine the best fitting model, as well as measures of noncen best fitting model, as well as measures of noncentralitytrality and single sample fit indices. Single sample and single sample fit indices. Single sample goodness of fit indices were also used to evaluate goodness of fit indices were also used to evaluate the models (Joreskog GFI/AGFI, Akaike the models (Joreskog GFI/AGFI, Akaike Information Criterion, Schwarz’s Bayesian Information Criterion, Schwarz’s Bayesian Criterion, Browne-Cudeck Cross Validation Index, Criterion, Browne-Cudeck Cross Validation Index,

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Delta1

Delta1 DDeellttaa2 2 DDeellttaa3 3 DDeellttaa44

Epsilon7 Epsilon7 Epsilon8 Epsilon8 E Eppssiilloonn2 2 EEppssiilloonn11 E

Eppssiilloonn3 3 EEppssiilloonn4 4 EEppssiilloonn5 5 EEppssiilloonn66

Epsilon13 Epsilon13 Epsilon12 Epsilon12 Epsilon11 Epsilon11 Epsilon10 Epsilon10 Epsilon9 Epsilon9 Zeta4 Zeta4 Zeta3 Zeta3 Pr

Pragagmamatitism sm AmiAmicacabilbilityity IntellectualIntellectual Competency Competency Personal Personal Potency Potency Effective Effective Teaching Teaching Overall Overall Effectiveness Effectiveness Personal Personal Efficacy Efficacy Teaching Teaching Efficacy Efficacy Positive Positive Interpersonal Interpersonal Characteristics Characteristics Encourages Encourages Personal Personal Challenge Challenge Adapts Adapts Learning Learning Needs Needs Facilitates the Facilitates the Learning Learning Process Process Zeta Zeta Personality Personality Characteristics Characteristics Effective Effective Characteristics

Characteristics TeacherTeacher Efficacy

Efficacy SIRSIR

Learner-Centeredness Centeredness Enrichment Enrichment Activities Activities Evaluation Evaluation Student Student Needs Needs Classroom Classroom Resources Resources Classroom Classroom Organization Organization 23.84 23.84** 28.3428.34** 6.6746.674** 5.1915.191** 5.301 5.301** 1.227 1.227** 3.6323.632** 4.784 4.784** -36.33 -36.33** 17.75 17.75** 2.04 2.04** 0.26 0.26** -.54 -.54** 3.7 3.7** 0.820.82** 1.001.00 0.0760.076** 30.77 30.77** 0.201 0.201** 34.18 34.18** 20.56 20.56** 1.00 1.00 _0.882_0.882 * * _1.01_1.01 0.8020.802** * * 0.876 0.876** 1.2311.231** 0.9070.907** 0.610.61** 1.072 1.072** 1.124 1.124** 1.157 1.157** 1.12 1.12** 1.00 1.00 0.019 0.019** 0.007 0.007** 0.005 0.005** 0.007 0.007** 0.01 0.01** 1.00 1.00 0.05 0.05** 2.818 2.818** 0.105 0.105**

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val

values ues consistent with thconsistent with the RMSEA indicating e RMSEA indicating aa rather good fit.

rather good fit.

In model 2, most of the

In model 2, most of the parameters for goodnessparameters for goodness of fit were the same with those of model 1. The of fit were the same with those of model 1. The RMSEA obtained was also .045 indicating a rather RMSEA obtained was also .045 indicating a rather good fit. The values of

good fit. The values of the noncentrality fit indicesthe noncentrality fit indices for model 2 were also the same with model 1. For for model 2 were also the same with model 1. For the measures of single sample fit indices as

the measures of single sample fit indices as shownshown in T

in Table 2, there wable 2, there were no changes on the ere no changes on the estimatesestimates from model 1 to model 2. Since the only difference from model 1 to model 2. Since the only difference in model 2 is

in model 2 is that the effects of that the effects of learner-centerlearner-centerednessedness on teaching efficacy, teaching effectiveness, and on teaching efficacy, teaching effectiveness, and SIR are included, restricting three more effects SIR are included, restricting three more effects among the latent variables does not change the among the latent variables does not change the goodness of fit of the model.

goodness of fit of the model. Model 1 shows that all the

Model 1 shows that all the factors of each latentfactors of each latent variable and the errors for each

variable and the errors for each manifest variablemanifest variable

are significant. This means that the proposed are significant. This means that the proposed factors are significant component

factors are significant components of the constructs of the construct measured. As proposed, all effects of one latent measured. As proposed, all effects of one latent factor on another have significant paths. The factor on another have significant paths. The present study shows that (a) personality present study shows that (a) personality characteristics have a significant direct effect on characteristics have a significant direct effect on teacher efficacy

teacher efficacy, effective , effective characteristics and SIR,characteristics and SIR, p<.05; (b) teacher efficacy has a significant direct p<.05; (b) teacher efficacy has a significant direct effect on effective characteristics and SIR, p<.05; effect on effective characteristics and SIR, p<.05; and (c) learner-centeredness has a significant effect and (c) learner-centeredness has a significant effect on teacher efficacy, p<.05. However, personality on teacher efficacy, p<.05. However, personality characteristics have a negative effect on effective characteristics have a negative effect on effective characteristics and the SIR. By looking at the items characteristics and the SIR. By looking at the items of the personality characteristics, the more teachers of the personality characteristics, the more teachers show the characteristics on the left side of the scale show the characteristics on the left side of the scale (indicating low scores), the more they use

(indicating low scores), the more they use learner- learner-centered practices and gain high ratings in their SIR. centered practices and gain high ratings in their SIR.

Delta1

Delta1 DDeellttaa2 2 DDeellttaa3 3 DDeellttaa44

Epsilon13 Epsilon13 Pr

Pragagmamatitism sm AmiAmicabcabiliilityty IntellectualIntellectual Competency Competency Personal Personal Potency Potency Enrichment Enrichment Activities Activities 23.85 23.85** 28.3428.34** 6.6746.674** 5.1895.189** 5.301 5.301** 1.227 1.227** 3.6323.632** 4.784 4.784** 1.0721.072** 0.019 0.019**

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The characteristics on the left side of the scale are The characteristics on the left side of the scale are (1) bold, aggressive,

(1) bold, aggressive, extrovert, active, energetic,extrovert, active, energetic, strong, good communicator, and relaxed for strong, good communicator, and relaxed for personal potency; (2) practical and

personal potency; (2) practical and predictable forpredictable for pragmatism; (3) sensitive, open-minded, accepting, pragmatism; (3) sensitive, open-minded, accepting, reasonable, and gracious for amicability; and (4) reasonable, and gracious for amicability; and (4) expert, knowledgeable, wise, decisive, stable, expert, knowledgeable, wise, decisive, stable,

personality characteristics on effective teaching no personality characteristics on effective teaching no longer appeared to be significant. The

longer appeared to be significant. The teacher’steacher’s personality on the left scale has no bearing on being personality on the left scale has no bearing on being an effective teacher, but teachers can still be an effective teacher, but teachers can still be rated highly on their performance (SIR) and it rated highly on their performance (SIR) and it helps build their teachi

helps build their teachi ng efficacy. ng efficacy. The use of The use of learner-centered practices in teaching has a learner-centered practices in teaching has a

Table 2 Table 2

Single Sample Fit Indices Single Sample Fit Indices

M Mooddeel l 11 MMooddeel l 22 J Joorreesskkoogg GGFFII 00..991133 00..991133 J Joorreesskkoogg AAGGFFII 00..888822 00..888822 A

Akkaaiikke e IInnffoorrmmaattiioon n CCrriitteerriioonn 11..110033 11..110033 S

Scchhwwaarrzz’’s s BBaayyeessiiaan n CCrriitteerriioonn 11..660044 11..660044 B

Brroowwnnee--CCuuddeecck k CCrroosss s VVaalliiddaattiioon n IInnddeexx 1..1112211 11..112211 IInnddeeppeennddeenncce e MMooddeel l CChhii--SSqquuaarree 77669955..883300 77669955..883300 IInnddeeppeennddeenncce e MMooddeel l ddff 113366..000000 113366..000000 B

Beennttlleerr--BBoonneettt t NNoorrmmeed d FFiit t IInnddeexx 00..996688 00..996688 B

Beennttlleerr--BBoonneettt t NNoonn--NNoorrmmeed d FFiit t IInnddeexx 00..997799 00..997799 B

Beennttlleer r CCoommppaarraattiivve e FFiit t IInnddeexx 00..998822 00..998822 J

Jaammeess--MMuullaaiikk--BBrreettt t PPaarrssiimmoonniioouus s FFiit t IInnddeexx 0..8080044 00..880044 B

Boolllleenn’’ss RRhhoo 00..996622 00..996622

B

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variable between personality characteristics and variable between personality characteristics and teaching effectiveness,

teaching effectiveness, p p<.05.<.05.

Learner-centeredness has no significant direct Learner-centeredness has no significant direct effect on the SIR and when mediat

effect on the SIR and when mediated by efficacy,ed by efficacy, it still has no significant indirect effect. The use of it still has no significant indirect effect. The use of learner-centered practices has a significant indirect learner-centered practices has a significant indirect effect on effective teaching characteristics but only effect on effective teaching characteristics but only when mediated by teaching efficacy (Sobel=2.84, when mediated by teaching efficacy (Sobel=2.84,

p

p<.05).<.05).

DISCUSSION DISCUSSION

The results of the study showed that the The results of the study showed that the personality characteristics of a teacher influences personality characteristics of a teacher influences his teaching performance (SIR), effective teaching his teaching performance (SIR), effective teaching characteristics, and

characteristics, and teaching efficacyteaching efficacy. . TTeachingeaching efficacy also mediates the effect of personality on efficacy also mediates the effect of personality on the SIR and effective teaching characteristics. the SIR and effective teaching characteristics. When learner-centered practices are used, a When learner-centered practices are used, a teacher becomes effective although it does not teacher becomes effective although it does not follow that his or her performance will be rated follow that his or her performance will be rated high. Teaching efficacy moderates the effect of high. Teaching efficacy moderates the effect of learner-centeredness on effective teaching learner-centeredness on effective teaching characteristics.

characteristics.

The findings of the study support previous The findings of the study support previous studies demonstrating the effect of personality studies demonstrating the effect of personality

of personality and efficacy on performance and of personality and efficacy on performance and have not been able to explain the dynamics of the have not been able to explain the dynamics of the outcome. In the current study, it is shown

outcome. In the current study, it is shown that whenthat when these types of teachers make use of these types of teachers make use of leaner-centered approaches in teaching, a teacher needs centered approaches in teaching, a teacher needs to believe in his teaching abilities in order to believe in his teaching abilities in order to beto be effective in teaching, but being effective in this effective in teaching, but being effective in this sense does not entail the teacher garnering high sense does not entail the teacher garnering high performance ratings. This shows that using

performance ratings. This shows that using learner- learner-centered practices are seen as effective but it may centered practices are seen as effective but it may not be favorable for students.

not be favorable for students.

The study showed that it is not merely the use The study showed that it is not merely the use of learner-centeredness in teaching that

of learner-centeredness in teaching that enablesenables teachers to perform better but more so his or her teachers to perform better but more so his or her personality and efficacy. Learner-centeredness is personality and efficacy. Learner-centeredness is not working out as intended. Given the current not working out as intended. Given the current system of teaching and evaluation in the sampled system of teaching and evaluation in the sampled community college, to perform well based on community college, to perform well based on student ratings, what counts more is

student ratings, what counts more is the teacher’sthe teacher’s efficacy and personality. The findings also show efficacy and personality. The findings also show the possibility that teachers are not effectively the possibility that teachers are not effectively carrying out the principles of

carrying out the principles of learner-centerelearner-centerednessdness as set by

as set by the APthe APA. Applying a learner-centeredA. Applying a learner-centered approach enables a teacher to view learning in terms approach enables a teacher to view learning in terms of looking into the needs and

of looking into the needs and learning process of learning process of the students. The learner-centered variable not the students. The learner-centered variable not translating into teacher performance shows that the translating into teacher performance shows that the

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student outcomes and not really on teaching student outcomes and not really on teaching performance per se because performance per se because learner-centeredness is assumed to be equated with centeredness is assumed to be equated with performance—and this assumption is not performance—and this assumption is not supported in this s

supported in this s tudy. The items of the SIRtudy. The items of the SIR may not fit well with the use of may not fit well with the use of learner-c e n t e r e d n e s s a n d o t h e r m e a s u r e s o f c e n t e r e d n e s s a n d o t h e r m e a s u r e s o f performance can be used in future studies. performance can be used in future studies. Learner-centeredness having no effect on Learner-centeredness having no effect on teaching performance seems to show that t teaching performance seems to show that t hehe stude

students do not sents do not see the leare the learner-centerednesner-centeredness os of f the teacher translated in their teaching. This the teacher translated in their teaching. This phenomenon of learner-centeredness having an phenomenon of learner-centeredness having an effect on effective teaching and not on performance effect on effective teaching and not on performance further bolsters the existence of a distinction further bolsters the existence of a distinction between the two constructs.

between the two constructs.

Given the findings of the study, it is Given the findings of the study, it is recommended that the principles of recommended that the principles of learner-centeredness and items on teaching effectiveness centeredness and items on teaching effectiveness in the current teacher performance measures to be in the current teacher performance measures to be integrated. The use of learner-centeredness is ideal integrated. The use of learner-centeredness is ideal in classroom situations and the

in classroom situations and the teacher assessmentteacher assessment tools needs to be able to capture it. To train tools needs to be able to capture it. To train teachers to enhance their personality in order to teachers to enhance their personality in order to be more accepting in the use of authentic be more accepting in the use of authentic pedagogies such as learner-centeredness is vital pedagogies such as learner-centeredness is vital given the findings that effective teaching strategies given the findings that effective teaching strategies

Correspondence can be addressed to Carlo Correspondence can be addressed to Carlo Magno at the Center for Learning Performance and Magno at the Center for Learning Performance and Assessment, De La Salle - College of St. Benilde, Assessment, De La Salle - College of St. Benilde, 2544 Taft

2544 Taft AAvenue, Malate, venue, Malate, 1004 Manila 1004 Manila (e-mail:(e-mail: [email protected]) or to Josefina Sembrano [email protected]) or to Josefina Sembrano with the same

with the same address (e-mail: sembranoj@dlsaddress (e-mail: [email protected]).

csb.edu.ph).

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V V O O L L .. 1 1 6 6 N N O O .. 1 1 T T H H E E A A S S _I_I A A P P A A C C I I F F I I C C --E E D D U U C C A A T T I I O O N N R R E E S S _E_E A A R R C C H H E E R R Intercorrela

Intercorrelations of tions of the Factors the Factors of Personality of Personality Characteristics, TCharacteristics, Teaching Efficacy, Effective Teaching,eaching Efficacy, Effective Teaching, and Learner Centeredness

and Learner Centeredness

P

Peerrssoonnaalliitty y CChhaarraacctteerriissttiiccs s TTeeaacchhiinng g EEffffiiccaaccy y TTeeaacchheer r PPeerrffoorrmmaannccee Effective TeachingEffective Teaching Learner-CenteredLearner-Centered Characteristics

Characteristics Personal

Personal PragmatismPragmatism AmicabilityAmicability IInntteelllleeccttuuaal l PPeerrssoonnaal l TTeeaacchhiinng g SSIIRR- - SSIIRR- - SSIIRR- - SSIIRR- - SSIIRR- - EEffffeeccttiivve e O vO veerraallll PoPosisititive ve EncEncourourages ages AdaAdapts pts FaFacicililitatatetess P

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Note. SIR-Part 1-Classroom Organization, Part 2-Use of classroom resources, Part 3-Response to student needs, Part 4-Evaluation, Part 5-Enrichment Activities. Note. SIR-Part 1-Classroom Organization, Part 2-Use of classroom resources, Part 3-Response to student needs, Part 4-Evaluation, Part 5-Enrichment Activities.