No open-access location is known for this record yet.
No open-access location is known for this record yet.
The present study examined the effects among instrumental music educators’ personality types (temperaments), and the behaviors indicative of teaching effectiveness. The teaching behaviors that enhance student learning are teaching immediacy, teacher modeling, teacher feedback, and teacher pace. The researcher selected 15 high school instrumental music educators (the first fifteen to agree to participate) to participate in this study. Each subject was observed and videotape recorded teaching a 30 min instrumental music lesson within his/her regular instrumental music class. Upon review of the videotapes, the researcher examined the videotapes for the presence of Rehearsal Frames during the rehearsals. The Rehearsal Frames were extracted from the videotapes for analysis. The researcher administered the Myers-Briggs Type Indicator® and the Teacher Background Survey to each subject. Following the treatment, the videotapes were coded using SCRIBE for the presence of behaviors indicative of teaching effectiveness. Those behaviors were (a) teacher performance, (b) teacher verbalizations (information statements, questions, directives, approvals, disapprovals and off-task statements), (c) teacher performance approximations (sing, chant, clap and dance), (d) eye contact, (e) proximity, (f) alteration of voice, (g) gestures, and (h) facial expressions. The data analysis revealed that the proposed path models “fit” the data appropriately (p > .05). ChiSquare tests of the “fit” of the data revealed effects of Teacher Personality Type on the frequency of Teacher Behaviors (X 2 [26, N = 78] = 29.856, p = .274) and rate of Teacher Behaviors (X 2 [27, N = 78] = 36.036, p = .115). Chi-Square tests of “fit” of the data revealed effects of Teacher Temperament on the frequency of Teacher Behaviors (X 2 [6, N = 36] = 10.946, p = .09), rate of Teacher Behaviors (X 2 [4, N = 36] = 50.96, p = .278), and mean duration of Teacher Behaviors (X 2 [9, N = 36] = 5.553, p = .784). Chi-Square tests of the “fit” of the data revealed effects of Teacher Background on the rate of Teacher Behaviors (X 2 [3, N = 21] = 4.475, p = .215) and the mean duration of Teacher Behaviors (X 2 [7, N = 21] = 8.329, p = .304). Chi-Square tests of the “fit” of the data revealed effects of Teacher Personality (X 2 [26, N = 45] = 36.664, p = .08), Teacher Temperament (X 2 [3, N = 15] = 1.344, p = .719), rate of Teacher Behaviors (X 2 [2, N = 15] = 1.78, p = .411), and mean duration of Teacher Behaviors (X 2 [2, N = 15] = 3.389, p = .184) on the use of Rehearsal Frames. Therefore, the researcher concluded that Teacher Personality (temperament) did have an effect on the Teacher Behaviors (indicative of enhancing student learning) found in the high school instrumental music classroom (p > .05).
Loading…
Stored only when both papers are in the corpus — 5 citations exist upstream.
Papers that cite the same references — the relational fallback while embeddings are still backfilling.
Imported from OpenAlex (CC0) — nothing here is generated.