The Role of a Teacher in Personality Development (Abdur Rehman)

The Role of a Teacher in Personality Dev D evelopment elopment

Submitted by: Mr. Abdur Rahman

Master in Education ID: 10753

Supervised by Dr. Muhammad Asif Khan

Qurtuba University of Science and Information Technology Peshawar KPK Session: 2016-2017

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APPROVAL SHEET

Title of thesis: “The Role of a Teacher in Personality Development ” Prepared and submitted by Mr. Abdur-Rahman Khalil, ID: 10753. Dissertation accepted by the Department of Education, Qurtuba University of Science and Information Technology, Peshawar in partial fulfillment of the requirements for the degree of Master in Education session (2016-17).

_____________________ ___________________________ ______ Research Supervisor

Dr. Muhammad Asif Khan

Department of Education Qurtuba University of Science And information Technology, Peshawar Campus.

External Supervisor

Dated: -------------------------------------

_____________________ ___________________________ ______

















FORWARDING SHEET

The dissertation “The Role of A Teacher in i n Personality Development.” Submitted by Mr. Abdur-Rahman Khalil, Master in Education, ID: 10753 to the Department of Education, Qurtuba University of Science and Information Technology Peshawar, in partial fulfillment for the degree of Master of Education session (2016-17) has been completed under my supervision. I am satisfied with the quality of his res earch work.

_____________________ ___________________________ ______ Dr. Muhammad Asif Khan

Department of Education Qurtuba University of Science And Information Technology, Peshawar Campus.

Dated ______________________ _______________________ _

















DECLARATION

I, Mr. Abdur-Rahman S/O GUL-Haider Khan, ID.NO: 10753, as student of M.Ed at the Department of Education, Qurtuba University of Science and Information Technology, Peshawar Campus so hereby solemnly declare that the thesis entitled “The Role of a Teacher in Personality Development. ” Submitted by me in partial fulfillment of the requirements for the Degree of Master in Education is my original research work and had not been submitted or published earlier and shall not be submitted in future by me for obtaining any degree from any other University, Institution or Department

_____________________ ___________________________ ______ Mr. ABdur-Rahman Khalil

Master of Education Qurtuba University of Science And Information Technology, Peshawar Campus.

Dated: ___________________

















ACKNOWLEDGEMENTS

First of all, all glory be to Allah who gave me courage and patience for conducting this research dissertation. No one ever accomplishes much of anything alone. I would like to thank a number of people for providing me with their support which I needed to complete this study. First and foremost, my supervisor Dr. Muhammad Asif khan, who helped and encouraged me while conducting this study. Without his helpful comments and valuable advice would have remained incomplete. I would also like to thank a number of my colleagues at Qurtuba University who acted as sounding boards for various ideas in this study

















TABLE OF CONTENTS

APPROVAL SHEET ......................................... ............................................................... ........................................... ................................... ..............II FORWARDING SHEET ......................................... ............................................................... ............................................. .......................... ... III DECLARATION.......................... DECLARATION................................................ ............................................ ........................................... ................................. ............ IV ACKNOWLEDGEMENTS ACKNOWLEDGEMENTS ......................................... ............................................................... ............................................ ........................ .. V TABLE OF CONTENTS ........................................................... .................................................................................. .............................. ....... VI ABSTRACT......................................... ............................................................... ............................................ ............................................. ....................... VIII CHAPTER-1........................................ .............................................................. ............................................ ............................................. ............................. ...... 1 INTRODUCTION AND THEORETICAL FRAMEWORK FRAMEWORK .................................. 1

1.1 STATEMENT OF THE PROBLEM ........................................... .................................................................. ................................. ..........5 1.2 PURPOSE OF THE STUDY ........................................... ................................................................. ........................................... ..................... 5 1.3 METHODOLOGY ............................................ .................................................................. ............................................ ................................ .......... 6 1.4 DELIMITATIONS ............................................ .................................................................. ............................................ ................................ .......... 6 1.5 CASE STUDY .......................................... ............................................................... ........................................... ........................................ .................. 6 CHAPTER-2........................................ .............................................................. ............................................ ............................................. ............................. ...... 8 REVIEW OF THE LITERATURE ..................................................... ........................................................................... ...................... 8

2.1 CHILD DEVELOPMENT ......................................... ............................................................... ............................................ ......................... ...8 OLE .......................................... 2.2 TEACHER ’S R OLE ............................................................... ............................................ ................................. .......... 8

2.3 PERSONALITY DEVELOPMENT ......................................... .............................................................. .................................... ............... 8 2.4 GENERAL PRINCIPLES OF DEVELOPMENT .......................................... ......................................................... ............... 10 2.5 D IFFERENT ASPECTS OF PERSONALITY DEVELOPMENT .................................... .................................... 10 CHAPTER-3........................................ .............................................................. ............................................ ............................................. ........................... .... 12 METHODOLOGY ............................................ .................................................................. ........................................... .................................. ............. 12 CHAPTER-4........................................ .............................................................. ............................................ ............................................. ........................... .... 15 DATA ANALYSIS............................................................ ................................................................................. ......................................... ....................15

STUDENT-1: AMJID ........................................... ................................................................. ........................................... .................................. ............. 16 STUDENT 02: K HALID ................................................................. ............................................ .............................. ........ 18 HALID ........................................... STUDENT 03: TAHIR .......................................... ................................................................ ........................................... .................................. ............. 20 C

22



















CHAPTER-5........................................ .............................................................. ............................................ ............................................. ........................... .... 23 CONCLUSION & RECOMMENDATIONS RECOMMENDATIONS ......................................................... ........................................................... 23

5.1 CONCLUSION .......................................... ............................................................... ........................................... ...................................... ................ 23 ECOMMENDATIONS ............................................ 5.2 R ECOMMENDATIONS .................................................................. ............................................ ........................ 24

















ABSTRACT

Education is a continuous process. It is not a means to an end; It is an end in itself. The basic aim of education is developing personality of an individual and equipping him/her with basic knowledge. Keeping this aim of education in mind. The researcher investigated the role of a teacher in personality development. Education also denotes the act of teaching. This study throws light on the principles and methods of teaching. As we know, teaching is an art, a creative reflective process. It is not a value free activity. It creates all other professions. Teaching affects and motivates learning of children as they are not aware of their faculties. It is the job of a teacher to develop and foster the faculties and powers possessed by children. To become such a teacher, we need to know about our students. The role of a teacher in personality development has always been a focal point in every society interested in education. Now-a-days personality development is a global concern. This study will add to literature already---------.The sole purpose of educational psychology is personality development. In personality development, working on all aspects such as cognitive, effective, physical, social and spiritual of development of students is the focal point. It is the foremost responsibility of a

















role in personality development. The result shows that a teacher could play a role in shaping personality of an individual by working on different aspects of personality development. It is also recommended that further and more detailed studies may be conducted regarding cognitive and effective development of an individual.

















CHAPTER-1 INTRODUCTION AND THEORETICAL FRAMEWORK

Education is a continuous process. It is power. It is not a means to an end. It is an end in itself. In fact, one of the aims of education is to develop personality of an individual and to equip every child with basic knowledge. Keeping in view the personality development of a child, the researcher will investigate the role of a teacher in personality development. Personality development being at the apex of all psychological studies is the central point. The development of personality is the main objective of present day education. However, in defining personality there are some misconceptions. In common language, the term is used to indicate physical appearance. We tend to associate personality with gorgeous looks and an impressive bearing and dismiss an ugly person as devoid of personality. This cannot be the complete meaning of personality. Appearance is only a part of personality (M.A Haq, 1990). In simple terms, personality consists of the following approaches. 1.

The way we look

2.

The way we dress.

















In fact, personality is derived from the Greek word persona. There are at least four distinct meanings of persona. These include: 1.

As one appears to others.

2.

The part that one plays in life.

3.

As assemblage of personal qualities that fits a man for his work.

4.

Distinction and dignity. After passing through different stages in the course of time, the word

ultimately became personality. Some general characteristics of personality are as under

1.

It is dynamic.

2.

It is a product of heredity and environment.

3.

It is a product of inner aspects and outer ones.

4.

It is the end product of learning.

5.

It is unique (if it is not unique, it cannot be called a personality) Personality covers the whole nature of the individual (Crow, 1973) personality

is not a passive entity but a dynamic character of the individual which finds



















growth. The terms growth and development mean the changes that take place in human behavior particularly in a child after conception right from the womb to the tomb. The terms mean the same thing and have been used interchangeably. But in reality and from the point of terminology, they are two separate terms having different meanings. Let us see the meaing and difference of both growth and development (Javed M.I, 2010). 1.

Development is internal in nature. It can only be felt. It can indirectly be measured. It is function-based. It means working of the internal organs and their functions. However, development as such is a comprehensive term. It is a life-long process.

2.

Growth is external in nature. It is measurable, it can be directly measured. It is size-based. It means increase or addition in size or weight. Its chief concern is with the physical aspect of an individual. Growth stops at a particular age. Growth and development are inter-related. Both are inter-dependent and



















Now-a-days, personality development of student s tudent is a global concern. The sole purpose of educational psychology is all about it. The goals of educational psychology are to understand and to improve the teaching learning process. Educational psychologists develop knowledge and methods: they also use the knowledge and methods of psychology and other related disciplines to study learning and teaching in everyday situations. Both in the past and today, educational psychologist strive to improve educational educational practice. In personality development, working on all aspects such as cognitive, emotional, physical, social and spiritual of development of students is the focal point. Above all, personality to a man is like fragrance t o a flower (Charles M. Schwab). Teaching is an art ------ a creative reflective process. (Schon, 1983) teaching is not a value free activity (Elizabeth Hatton, 1998), it creates all other professions. It is not just a skill or a job. It is a way of life. It is not confined to class-rooms. It occurs everywhere on this green planet. Teaching effects and motivates learning. Nobody learn for another; students create their own knowledge and skills. The teacher’s



















A teacher plants seeds of knowledge and seeds of the future. He/she is the real builder of a nation. He/she is the person who has the ability to shape individuals. It is is the foremost responsibility of a teacher to help individuals realize their full potential and take their place in society as responsible citizens. This is possible upon utilizing different strategies to shape personality of students. My teachers have shaped my personality. They have left no stone unturned to support me through thick and thin and never left me in the lurch. Upon graduation from Islamia College Peshawar, i was unable to continue my education due to fiscal problems. I was asked at home to earn an honorable living. My teachers in general and our English teacher in particular supported me to pursue higher studies at prestigious University. As a result, I am grateful to my teachers and I salute them from the core of my heart. Now, I offer my services in government high school with handsome package. I am able to fend for myself and my family.

1.1

STATEMENT OF THE PROBLEM



















1.3

METHODOLOGY

The research is qualitative in nature. It was carried out in a case study style.Some03 students of my class were selected as the subject of this study, their behavior in the class was observed, their level of achievement, their social relation with other students and their level of participation served as three indicators for this study. Under these 03 indicators, any change was recorded. For recording these changes, I used class room observation check lists (see annexure-1), their performance test scores in deferent subjects (see annexure-2) and to record any change in their social attitude (see nnexure-3), change index record was maintained.

1.4

DELIMITATIONS

Personality development is a relative term. It is not an absolute term. Personality development is a long process. It is a time-consuming and a herculean task. It is not a matter of one day (short time) rather it is a matter of life (long time). Attitudinal change does not occur over-night. This change takes place slowly and



















tests and failed to obtain even passing marks in weekly tests. They were suffering from inferiority complex. Their parents were very upset with their low performance. In future, the teachers would be determined to implement all their plans on these students. I tried to give them friendly environment and spent more time with them to strengthen their strengths and worked on their weaknesses. I had informal discussion with them and encouraged them to face challenges and confront hardships boldly. With God’s God’s help, they improved improved day by day. Moreover, they were able to express themselves in front of capacity crowd without any fear and hesitation. Their peers considered them as their role models in the class. These learners progressed by leaps and bounds.





















CHAPTER-2 REVIEW OF THE LITERATURE

2.1

CHILD DEVELOPMENT

As the children grow, they develop in several different ways. Child development includes physical, intellectual, social and emotional changes. Children grow and mature at different rates. There can be big differences in height, weight and build among healthy children. Diet, exercise and genes are all factors. Some children begin puberty or are close to it before they are teenagers.





















senses. It may be said that it is something non-material which has the capacity of judgment. Personality is to be understood as an indivisible whole. Personality does not end with the death of a person. Person dies and his/her personality remains forever (M.A Haq, 1990). Personality (a structure of traits) is something dynamic and not static. The word dynamic means that personality is growing and changing and not something fixed. In addition to this, personality is not a haphazard collection of traits of tendencies but a unified system where parts are related to each other and to the whole. Character is often used synonymously with personality but the term character is evaluative in nature. It refers to those traits of personality which are approved such as honest, integrity, self-control and their opposites. A trait is a dimension of





















2.4

GENERAL PRINCIPLES OF DEVELOPMENT

1.

People Develop at different rates.

2.

Development is relatively orderly.

3.

Development takes place gradually. Personality development does not mean the characteristic s and appearance of a

person which grows and develops as age proceeds. It means developing a personality cult so as to create a strong positive impression about yourself. It is the development of the organized pattern of behavior and attitudes that makes a person distinctive. The teacher sets and organizes patterns of behavior according to the prevalent social





















symbols. Reading, writing, arithmetic all require certain cognitive skills. Terms like cognitive and cognition are often used to indicate “intelligence” or “consci ous awareness.”Effective awareness.”Effective development refers to the meaner in which we deal with things emotionally such as feelings, values, appreciations, attitudes etc.000000 (Anita Woolfolk, 2002).





















CHAPTER-3 METHODOLOGY

The researcher selected 03 students as the subject of this study. I started observing these three students for several days and I found them very shy and isolated. They were not friendly and were not interacting with their class-fellow. They were always silent and lazy. They were not cheerful in class-room. Slowly and gradually, they were losing their interest in studies. They considered themselves alone as they were living a life of loneliness and isolation. Besides this they were passive listeners and their level of participation was not good. They were not participating in























Apart from this, they were lazy doing their class-work and they were not following discipline properly. In addition to this, they avoided doing their home-work and not giving attention to cleanliness. They were also in the habit of construing and not following teachers’ instructions properly. Keeping in view all these weaknesses, I tried to help them to turn these weaknesses into strengths by showing to them some























Their performance in four subjects (English, Mathematics, Urdu and G. Science) was very low and thus caught my attention. I had frequent discussions with them and tried to know the cause of their low performance in these four subjects. I gave them extra time and took them to computer-lab to catch up activities. Besides this, with their parental consent, I took them to Directorate of























CHAPTER-4 DATA ANALYSIS

I am Abdur-rahman son of Gul-Haider Khan from Palosi Talarzai Peshawar. I offer my services in Government High School Ahmad Khel, Peshawar. From my























STUDENT-1: AMJID

The first student who was not serious in his studies was Amjid son of Habib Khan. He lives in Ahmad Khel. The school he attends is not far away from his home. He is Khalid’s Khalid’s cousin. He considered himself useless. He had no interest in developing his personality. I found him as a student having no aim in life. I advised























As I made my third visit to take permission in order to go to Directorate of Archives and Libraries. His parents became very happy and gave us permission. His father said to me. ( We will stand by our son till he becomes a stalwart personality”.





































































































































































































































































































































































































































































































































Annexure-3 Student Name: Tahir Grade: 06 Week: 01 Date: 01/05/2017 Observation Check List

2.

Change in Attitude

i)

Friendly V. Poor

Poor

Average

Good

Excellent

Poor

Average

Good

Excellent

Poor

Average

Good

Excellent

Poor

Average

Good

Excellent

Average

Good

Excellent

Average

Good

Excellent

Average

Good

Excellent



ii)

Isolated V. Poor 

iii)

Shy V. Poor 

iv)

Helpful and caring V. Poor



v)

Obedient V. Poor

Poor 

vi)

Harassed V. Poor

Poor 

vii)

Adjusted V. Poor

Poor


















1) Classroom Observation i) Attendance

V. Poor

Poor

Average

Good

Excellent

Average

Good

Excellent

Average

Good

Excellent

Average

Good

Excellent

Average

Good

Excellent

Average

Good

Excellent

Good

Excellent



ii) Class work completion

V. Poor

Poor 

iii) Classroom participation

V. Poor

Poor 

iv) Cleanliness

v) Home work completion

V. Poor

Poor



V. Poor

Poor 

vi) Following discipline

V. Poor

vii) Follow teacher instructions

V. Poor

Poor



Poor

Average 


















3. Test Score i)

English

ii)

Maths

iii)

Urdu

iv)

G. Science

>40%

40%

50%

60%

< 60%

50%

60%

< 60%

50%

60%

< 60%

60%

< 60%



> 40%

40% 

> 40%

40%



> 40%

40% 

50%


















2.

Change in Attitude

i)

Friendly V. Poor

Poor

Average

Good

Excellent

Average

Good

Excellent

Average

Good

Excellent

Average

Good

Excellent

Good

Excellent

Good

Excellent

Good

Excellent



ii)

Isolated V. Poor

Poor 

iii)

Shy V. Poor

Poor 

iv)


Poor



v)

Obedient V. Poor

Poor

Average 

vi)

Harassed V. Poor

Poor

Average 

vii)

Adjusted V. Poor

Poor

Average 



















V. Poor

Poor

Average

Good

Excellent

Good

Excellent

Good

Excellent

Good

Excellent




V. Poor

Poor

Average 


V. Poor

Poor

Average 

iv) Cleanliness


V. Poor

Poor

Average



V. Poor

Poor

Average

Good

Excellent



vi) Following discipline

V. Poor

vii) Follow teacher instructions

V. Poor

Poor

Average

Good

Excellent



Poor

Average

Good 

Excellent




















3. Test Score i)

English

ii)

Maths

iii)

Urdu

iv)

G. Science

>40%

40%

50%

60%

< 60%

60%

< 60%

60%

< 60%



> 40%

40%

50% 

> 40%

40%

50%



> 40%

40%

50% 

60%

< 60%


















2.

Change in Attitude

i)

Friendly V. Poor

Poor

Average

Good

Excellent



ii)

Isolated V. Poor

Poor

Average

Good

Excellent

Good

Excellent

Good

Excellent



iii)

Shy V. Poor

Poor

Average 

iv)


Poor

Average



v)

Obedient V. Poor

Poor

Average

Good

Excellent



vi)

Harassed V. Poor

Poor

Average

Good

Excellent

Good

Excellent



vii)

Adjusted V. Poor

Poor

Average





















V. Poor

Poor

Average

Good

Excellent 


V. Poor

Poor

Average

Good

Excellent 


V. Poor

Poor

Average

Good

Excellent



iv) Cleanliness


V. Poor

Poor

Average

Good

Excellent 

V. Poor

Poor

Average

Good

Excellent



V. Poor

Poor

Average

Good

Excellent


















2.

Change in Attitude

i)

Friendly V. Poor

Poor

Average

Good

Excellent 

V. Poor ii)

Average

Good

Excellent



Isolated

V. Poor iii)

Poor

Poor

Average

Good

Excellent



Shy V. Poor

Poor

Average

Good

Excellent 

iv)


Poor

Average

Good

Excellent 

v)

Obedient

vi)

Harassed

V. Poor

Poor

Average

Good

Excellent



vii)

Adjusted

V. Poor

Poor

Average

Good

Excellent

















Annexure-3

Student Name: Tahir Grade: 06 Week: 04 Date: 22/05/2017

Observation Check List

2.

Change in Attitude

i)

Friendly

ii)

iii)

iv)

v)

vi)

vii)

V. Poor

Poor

Average

Good

Excellent

V. Poor

Poor

Average

Good

Excellent

V. Poor

Poor

Average

Good

Excellent

V. Poor

Poor

Average

Good

Excellent

V. Poor

Poor

Average

Good

Excellent

V. Poor

Poor

Average

Good

Excellent

Isolated

Shy

Helpful and caring

Obedient

Harassed

Adjusted

The Role of a Teacher in Personality Development (Abdur Rehman)

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