TEACHING STYLES AND PERSONALITY PROFILE OF CLINICAL INSTRUCTORS OF COLEGIO DE SAN JUAN DE LETRAN CALAMBA AND THEIR IMPLICATIONS TO THE NURSING STUDENTS&rsquo; ACADEMIC PERFFORMANCE

Abegail Joy  C. Listano,; Christel Jane Nina  M. Longasa,; Anna Margarita  A. Lopez,; Mary Anne  A. Lorico,; Allen Rolan  L. Losaria,

TEACHING STYLES AND PERSONALITY PROFILE OF CLINICAL INSTRUCTORS OF COLEGIO DE SAN JUAN DE LETRAN CALAMBA AND THEIR IMPLICATIONS TO THE NURSING STUDENTS’ ACADEMIC PERFFORMANCE

Abegail Joy C. Listano | Christel Jane Nina M. Longasa | Anna Margarita A. Lopez | Mary Anne A. Lorico | Allen Rolan L. Losaria

Discipline: Nursing

Abstract:

The study aimed to determine the commonly used teaching styles and personality profile of the clinical instructors of NCM101 during the First Semester of AY 2009-2010. It also aimed to determine if these teaching styles and personality profiles affect their students’ academic performance. The study presented discussions on the teaching styles of the clinical instructors based on the five identified teaching styles of Anthony Grasha (1996): expert, formal authority, personal model, facilitator, and delegator. Likewise, it presented discussions on the personality profiles of the respondents based on the personality type typology identified by Carl Jung (1971): extrovert-introvert, sensing-intuition, thinking-feeling, and judging-perceiving (as added by Briggs, 1962). It was found out that the commonly used teaching style of the clinical instructors of NCM101 is expert while the commonly possessed personality profile is extrovert-introvert-feeling-judging (ENFJ). Furthermore, the teaching styles used and personality profiles possessed by the instructors were not the only factors that influence the students’ academic performance. School factors, self-concept, self-efficacy, attitude, attribution, motivation, press variables, gender, and academic competence were also some of the factors that can affect students’ performance.