A Critical Examination of Teachers’ Personality and Learning Progress of Students
TITLE PAGE
Certification
Dedication
Acknowledgment
Table of Content
List of Tables
ABSTRACT
CHAPTER ONE: INTRODUCTION
1.1 Background of the study
1.2 Statement of the problem
1.3 Objective of the study
1.4 Research hypotheses
1.5 Significance of the study
1.6 Scope of the study
1.7 Limitation of the study
1.8 Definition of terms
CHAPTER TWO: REVIEW OF LITERATURE
2.1 Review of concepts
2.2 Theoretical Framework
2.3 Review of Empirical studies
CHAPTER THREE: RESEARCH METHODOLOGY
3.1 Introduction
3.2 Research Design
3.3 Population of the study
3.4 Sample size determination
3.5 Sample size selection technique and procedure
3.6 Research Instrument and Administration
3.7 Method of data collection
3.8 Method of data analysis
3.9 Validity of the study
3.10 Reliability of the study
3.11 Ethical consideration
CHAPTER FOUR: DATA PRESENTATION AND ANALYSIS
4.1 Data Presentation
4.2 Descriptive Statistics
CHAPTER FIVE: SUMMARY, CONCLUSION AND RECOMMENDATION
5.1 Summary
5.2 Conclusion
OBJECTIVES OF THE STUDY
To examine the role of teachers’ personality and students engagement.
To assess the extent of teachers personality interference in teaching activity.
To examine the relationship between teachers’ personality and learning progress of students.
RESEARCH QUESTIONS
Do teachers’ personality play a significant role in teaching profession?
To what extent does the personality of teachers interfere with their teaching activity?
Do teachers’ personality affect the learning progress of students?
