ESSB4223 THEORIES OF PERSONALITY

GROUP ASSIGNMENT 2

NAME OF MEMBERS MATRIC NO. SECTION

NANTHINI PANJAVARUNAM MC210613989 MC-O23
WAIDESWARY PALANIVALU MC210614012 MC-O23
ROSHINI ANAND KUMAR UNU2200494 MC-O23
MUHAMMAD FITRI BIN ZAHARIN MC220918499 MC-O23
 BACKGROUND OF THE PERSON
MS RABIA KASSIM
Background as Head of Department (HOD): Background as Teacher:

Position: Head of Mathematics Department Position: Secondary Mathematics Teacher

Education: Master's degree in Education Education: Bachelor's degree in Mathematics Education

Leadership
Experience: Ms Rabia Kassim began her teaching career as a
Experience: Ms Rabia Kassim has been in the secondary mathematics teacher at the same international
field of education for over 10 years, with the last school where she now serves as the HOD. With a Bachelor's
5 years spent as the Head of Mathematics degree in Mathematics Education, she has a strong
Department at an international school. She holds foundation in her subject area.
a Master's degree in Education Leadership. She
is known for her strategic planning, curriculum
development, and mentorship of junior teachers.
5 DAYS OBSERVATION REPORT TOGETHER WITH
PERSONALITY THEORIES AND REMARKS.

(MS RABIA KASSIM)

 Observation Theory Remarks
Date : 31st July 2023 The instructor is Raymond Cattell's theory The teacher's composed and well-
confidently standing on focuses on surface and source organized presentation style reflects
Day : 1 stage, delivering an traits. their high level of conscientiousness,
organised. ensuring that the assembly message
8:30am-9:00am is effectively delivered.

observed to be organized, Cattell's approach lists a Have a clear lesson plan and make
punctual, and methodical. number of basic and secondary sure the classroom setting is orderly
personality characteristics and well-kept.
 
The teacher displays a structured and
9:00am – well-organized teaching style.
9:50am  
They communicate clearly and
effectively, making the learning
material accessible to all students.
Date : 1st August 2023

Day : 2 Observation Theory Remarks

The teacher shows Bandura's theory highlights She actively listens to the parents'
10:30am-
confidence, maintains self-efficacy. concerns, respond thoughtfully, and
11:30am
eye contact, talks clearly, show real concern for the pupils'
and has a warm and well-being.
welcoming approach
during a meeting with
parents.

The teacher was Bandura's theory highlights the The teacher takes the lead in
preparing the homeroom interplay between cognitive preparing the homeroom students for
11:30am – 12:30pm students for English day processes, learned behaviors, their performance on English Day.
performance. and self-beliefs in shaping (strong leadership skills, effective
behavior. communication, and the ability to
motivate and guide the students.)
Date : 2nd August 2023
Observation Theory Remarks
Day : 3 She seems to be very Bandura's theory highlights the The teacher takes an active role in
confident and bold infront role of cognitive processes, organizing and conducting co-
1:30pm-2:30pm of students during a learned behaviors, and self- curricular activities for students. She
conducting CCA. efficacy in shaping behavior : enthusiastically lead activities,
  engage with students, and create an
The teacher's active enjoyable and inclusive atmosphere.
involvement in co-curricular
activities.

The teacher was Cattell's theory identifies The teacher takes the initiative to
2:30pm – 3:30pm creatively decorating the personality traits influencing creatively decorate the classroom for
school with the theme behavior : The teacher's the English Day event.
beach for English day creativity, enthusiasm for
enhancing the learning
environment
 Observation Theory Remarks
Date : 3rd August 2023
The teacher arrived at the Bandura's theory highlights the The teacher loses control of their
Day : 4 place of the event sharply interaction of cognitive anger. They exhibit visible signs of
on time, while some other processes, social learning, and frustration, impatience, and anger.
9:00am-10:00am teachers were late, and emotional responses  
there were issues with The teacher's emotional outburst
the event arrangements. appears to be the outcome of a mix
This made the teacher of cognitive processes, learnt
lose patience and behaviours, and their sense of
become angry. control in this situation.

she hosted school event Bandura's theory emphasizes The school teacher takes on the
10:00am – 11:00am and stands back of the the interaction between responsibility of hosting an event.
stage to cheer to cognitive processes, learned She exhibit confidence and effective
students who are behaviors, and self-beliefs in communication skills.
performing. shaping behavior.
 Observation Theory Remarks
Date : 4th August 2023
Classroom observation Cattell's theory is concerned with The teacher treats all

Day : 5 with teacher KPI personality characteristics that impact students equally, showing
investigation. behaviour. The teacher's consistent and no signs of favouritism. The

1:30pm-2:30pm The teacher seems to be unbiased treatment of all pupils teacher maintains a
unbiased toward favourite corresponds to attributes like fairness, consistent approach to
teachers. equitability. instruction, interactions, and
assessment.

She seems to be friendly Cattell's theory focuses on personality The teacher's friendly
towards parents and traits driving behavior. demeanor and positive
gives positive interactions stem from their
* Friendliness, positive communication,
2:30pm – 3:30pm encouragement about the
and ability to create a welcoming
congruence and their belief
kids to parents. in the significance of
environment align with traits such as
(Dismissal duty) positive relationships.
extraversion (sociability),
agreeableness (warmth and
cooperation), and emotional stability
(calm and positive demeanor).
 PERSONAL VIEW ON THE PERSONALITY OF THE
TEACHER MS RABIA KASSIM

The teacher's confident, organized speech delivery, methodical teaching approach,

and calm handling of tasks indicate a blend of surface traits and underlying source
traits.

She’s extroversion and conscientiousness contribute to their comfort with public

speaking, effective teaching methods, and composure.

She’s methodical approach, problem-solving skills, and emotional stability reflect

their cognitive strengths.

She is more creative, innovative, and friendly, creating a welcoming environment for
both parents and students.
 SUMMARY DAY 1 – DAY 5

On the first day, the instructor's confident demeanor and organized speech delivery can be
attributed to surface traits, such as extroversion and conscientiousness. These traits are likely
manifestations of underlying source traits, such as extroversion and conscientiousness. The
teacher's organizational skills, punctuality, and methodical approach align with their
conscientiousness, agreeableness, and intelligence. The teacher's meticulous examination of each
student's work and detailed feedback demonstrates their emotional stability and low anxiety. Their
attention to detail and thorough assessment reflects their tough-mindedness and objectivity.

2ND Day, During a meeting with parents, the teacher's confident demeanor and eye contact align
with Cattell's theory, emphasizing their ability to interact effectively and convey authority. Bandura's
theory highlights the teacher's warm and welcoming approach, indicating a strong sense of self-
efficacy. Kelly's theory highlights the teacher's ability to address concerns adaptably, demonstrating
their high level of interpersonal awareness and flexibility. In summary, the instructor's behavior
reflects their cognitive evaluation of their skills, self-efficacy in guiding students, and learned
behaviors from successful leadership models.
On Day 3, the teacher conducted a debate for secondary students, demonstrating confidence and boldness. This
behavior can be explained through Bandura's Social Cognitive Theory, which emphasizes the importance of
cognitive processes, learnt behaviors, and self-efficacy in shaping behavior. The teacher's creativity and
enthusiasm in decorating the school with a beach theme for English day can be attributed to traits like
imagination and curiosity.

On Day 4, the teacher arrived on time, despite some other teachers being late. This behavior can be attributed to
internalized beliefs about professionalism and responsibility, possibly learned from past experiences and
observing others' behavior. The teacher's frustration and anger at the delay and organizational issues could stem
from the dissonance between expectations and reality.On Day 4, the teacher stood at the back of the stage to
cheer on students, aligning with Bandura's theory of observational learning. This support aligns with Bandura's
theory of observational learning and the interaction between learned behaviors and the influence of observed
outcomes.

On Day 5, the teacher's unbiased treatment of all students, as supported by Carl Rogers' person-centered theory,
demonstrates her recognition of each student's self-worth and creating a good learning environment.
Ms Rabia Kassim
conducting lesson with
4e students.
THANK YOU
FROM GROUP 4