Theoretical Framework

When it comes to personality traits and skill features, it can be assumed that personality
includes inborn features in the perceptual field, while ability includes cognitive features of
applying theory to real-world situations (Raymond, 2008). The origins of the instructor
personality model can be traced back to Skinner's behavioral theory (1957), which is relevant
to teaching. It focuses on the personality of teachers that determine whether they are effective
or ineffective. According to Shulman (2004), personality encompasses the range of
interconnected behaviors needed for good teaching, including foundation, interplay, value of
goals, and assistance. The relationships between teachers and students are crucial in furthering
our understanding of effective teaching based on teacher attributes or personality traits.
Understanding, self-confidence, respect for others, empathy, fair play, appreciation,
adaptability, objectivity, curiosity, friendliness, maturity, credibility, trustworthiness, humor,
polished delivery, and ability to engage are all human qualities that enable good teachers to
influence students (Beishuzen, Hof, Putten, Bouwmeester, & Asscher, 2001; Chickering &
Gamson, 1991). This ability to influence students is critical because learning and successful
teaching are intertwined (Walsh & Maffei, 1994).
Theories of behavior and the recognition of successful educator habits give rise to the ability
perspective. With the assumption that teaching effectiveness is based on awareness, attitudes,
skills, and experiences, McBer (2000) linked teacher behavior to student success. The cognitive
theory of Bandura (1997), which emphasizes the intellectual growth of students and considers
the development of meaning to be significant, was used to develop performance features.
Good teachers, according to Anderson (2004), are target achievers, whether they set their own
goals or have them pre-set for them and related to student learning. Teachers' ability to
develop concrete goals, build a classroom environment, and define student behaviors
conducive to teaching and learning were classified as successful by Fuhrman and Grasha (1983).
Since student results are observable, but instructor practices are not, this process-product
method is debatable. These realizations sparked the cognitive revolution, in which Bandura
(1997) improved skill perspectives by incorporating teacher perception into teacher
effectiveness. According to Saafin (2005), such teacher habits and attributes, such as
appreciation for students, comprehensive subject knowledge, and strong presentation skills,
inspire and educate students. Borich (2000) confirms that good organizational skills and well-
structured presentations help teachers be more successful.
To summarize, both Skinner's behavioral theory and Bandura's cognitive theory encompass the
personality traits of humility, communicativeness, cooperativeness, compassion, accessibility,
willingness to inspire, and maintaining a positive attitude, which are expressed in personality
traits of teachers. This paper then examines the Preference of Senior High Schools Students of
their Lasallian Teacher based on Personality Traits.