Teachers' personality types and their attitude toward receiving and employing postobservation feedback

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dc.authorid0000-0003-4018-7597
dc.authorscopusid57214792031
dc.authorwosidHSO-2178-2023
dc.contributor.authorKamali, Jaber
dc.contributor.authorKamali, Jaber
dc.contributor.authorJavahery, Pourya
dc.contributor.authorKamali, Jaber
dc.contributor.otherRektörlük, Yabancı Diller Okulu
dc.contributor.otherRektörlük, Yabancı Diller Okulu
dc.date.accessioned2023-04-05T19:27:32Z
dc.date.available2023-04-05T19:27:32Z
dc.date.issued2023
dc.departmentİHÜ, Rektörlük, Yabancı Diller Okulu
dc.description.abstractClassroom observation has been long considered a power-ful tool for evaluating and monitoring teachers' perform-ance and progress. Teachers can benefit from the feedbackduring the postobservation conference but giving feedbackis not a simple skill and needs knowledge and training.Research on tackling postobservation problems remainsemerging and the aim of this study is to explore the rolethat a teacher's personality type–based on DiSC personal-ity test?might play in postobservation conferences andreaction to receiving feedback from the supervisor. Togather data, 20 nonnative EFL teachers were asked to takethe DiSC personality test to have their personality typesidentified, then they were observed three times, and eachtime they received feedback on their classroom manage-ment techniques. Results indicate that teachers withdifferent personality types act differently during thepostobservation conferences. While D and i styles areactive and tend to employ feedback moderately andstrongly in their classes, S and C styles are mostly passivewith the tendency of employing feedback moderately andweakly. The findings contribute to a better understandingof the role of personality types in teachers' tolerance ofcriticism and their tendency to apply the received feedbackin their future classes.
dc.identifier.citationJavahery, P. ve Kamali, J. (2023). Teachers' personality types and their attitude toward receiving and employing postobservation feedback. Psychology in Yhe Schools, (60)4, 1-17. http://doi.org/10.1002/pits.22900
dc.identifier.doi10.1002/pits.22900
dc.identifier.endpage17
dc.identifier.issn1520-6807
dc.identifier.issue4
dc.identifier.scopus2-s2.0-85150617552
dc.identifier.scopusqualityQ2
dc.identifier.startpage1
dc.identifier.urihttp://doi.org/10.1002/pits.22900
dc.identifier.urihttps://hdl.handle.net/20.500.12154/2182
dc.identifier.volume60
dc.identifier.wosWOS:000946987500001
dc.identifier.wosqualityQ3
dc.indekslendigikaynakScopus
dc.indekslendigikaynakWeb of Science
dc.institutionauthorKamali, Jaber
dc.institutionauthorid0000-0003-4018-7597
dc.language.isoen
dc.publisherWiley
dc.relation.ispartofPsychology in The Schools
dc.relation.publicationcategoryMakale - Uluslararası Hakemli Dergi - Kurum Öğretim Elemanı
dc.rightsinfo:eu-repo/semantics/openAccess
dc.subjectClassroom Observation
dc.subjectFeedback
dc.subjectPersonality Types
dc.titleTeachers' personality types and their attitude toward receiving and employing postobservation feedback
dc.typeArticle
dspace.entity.typePublication
relation.isAuthorOfPublication956ca9d8-d8b8-45fa-b59e-9ccd9c34c8a7
relation.isAuthorOfPublication.latestForDiscovery956ca9d8-d8b8-45fa-b59e-9ccd9c34c8a7
relation.isOrgUnitOfPublicationf4c26304-7b9a-4916-9825-7a183cc1197a
relation.isOrgUnitOfPublication.latestForDiscoveryf4c26304-7b9a-4916-9825-7a183cc1197a

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