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?

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