Exploring the Relationship Between Personality Traits and TPACK-Web of Pre-service Teacher

M. Anas Thohir; Lia Yuliati; Erif Ahdhianto; Esti Untari; Fitri April Yanti

doi:10.30935/cedtech/11128

M. Anas Thohir ¹ ^* , Lia Yuliati ¹, Erif Ahdhianto ¹, Esti Untari ¹, Fitri April Yanti ²

More Detail

CONT ED TECHNOLOGY, Volume 13, Issue 4, Article No: ep322

https://doi.org/10.30935/cedtech/11128

Submitted: 14 June 2021, Published Online: 06 August 2021

OPEN ACCESS 2246 Views 1079 Downloads

Download Full Text (PDF)

Abstract

The successes of web design by learning relates to the pre-service teachers’ personality. Unfortunately, the relationship between personality and pre-service teachers’ technological pedagogical content knowledge related Web (TPACK-Web) still uncertain. The main objective of this study was to explore the relationship between the Five-Factor Model (FFM) of personality and TPACK-Web of the pre-service teacher in Indonesia (N=309). To examine the correlation among two packages of variables, descriptive statistic, bivariate correlation, and Partial Least Squares-Structural Equation Modelling (PLS-SEM) was applied. The finding presented that the correlation between FFM of personality and TPACK-Web was significant. The most important finding suggested that Agreeableness, Conscientiousness, and Openness had a direct effect on the core of TPACK-Web bases (WK, PK, CK), and WPK to WPACK had the strongest effect. Finally, the implication of this study is provided along with suggestions.

Keywords: five factor model, TPACK-web, pre-service teacher, PLS-SEM

References

Aiken, L. R. (1985). Three coefficients for analyzing the reliability and validity of rating. Educational and Psychological Measurement, 45(1), 131-142.
Akyuz, D. (2018). Measuring technological pedagogical content knowledge (TPACK) through performance assessment. Computers and Education, 125, 212-225. https://doi.org/10.1016/j.compedu.2018.06.012
Al-Ismail, M., Gedeon, T., & Yamin, M. (2017). Effects of personality traits and preferences on M-learning. International Journal of Information Technology, 9(1), 77-86. https://doi.org/10.1007/s41870-017-0012-0
Alt, D. (2018). Science teachers’ conceptions of teaching and learning, ICT efficacy, ICT professional development and ICT practices enacted in their classrooms. Teaching and Teacher Education, 73, 141-150. https://doi.org/10.1016/j.tate.2018.03.020
Anvari, F., Richards, D., Hitchens, M., Ali, M., Minh, H., Tran, T., & Busch, P. (2017). The Journal of Systems and Software An empirical investigation of the influence of persona with personality traits on conceptual design. The Journal of Systems & Software, 134, 324-339. https://doi.org/10.1016/j.jss.2017.09.020
Barnett, T., Pearson, A. W., Pearson, R., & Kellermanns, F. W. (2015). Five-factor model personality traits as predictors of perceived and actual usage of technology. European Journal of Information Systems, 24(4), 374-390. https://doi.org/10.1057/ejis.2014.10
Bhagat, K. K., Wu, L. Y., & Chang, C. Y. (2019). The impact of personality on students’ perceptions towards online learning. Australasian Journal of Educational Technology, 35(4), 98-108. https://doi.org/10.14742/ajet.4162
Biermann, A., Karbach, J., Spinath, F. M., & Brünken, R. (2015). Investigating effects of the quality of field experiences and personality on perceived teaching skills in German pre-service teachers for secondary schools. Teaching and Teacher Education, 51, 77-87. https://doi.org/10.1016/j.tate.2015.06.005
Bowles, T., Hattie, J., Dinham, S., Scull, J., & Clinton, J. (2014). Proposing a comprehensive model for identifying teaching candidates. Australian Educational Researcher, 41(4), 365-380. https://doi.org/10.1007/s13384-014-0146-z
Boyle, E. H. O., Forsyth, D. R., Banks, G. C., Story, P. A., & White, C. D. (2014). A meta-analytic test of redundancy and relative importance of the dark triad and five-factor model of personality. Journal of Personality, 83(6), 644-664. https://doi.org/10.1111/jopy.12126
Brantley-Dias, L., & Ertmer, P. A. (2013). Goldilocks and TPACK: Is the construct “just right?” Journal of Research on Technology in Education, 46(2), 103-128. https://doi.org/10.1080/15391523.2013.10782615
Celik, I., Sahin, I., & Akturk, A. O. (2014). Analysis of the relations among the components of technological pedagogical and content knowledge (TPACK): A structural equation model. Journal of Educational Computing Research, 51(1), 1-22. https://doi.org/10.2190/EC.51.1.a
Chai, C. S., Tan, L., Deng, F., & Koh, J. H. L. (2016). Examining pre-service teachers’ design capacities for web-based 21st century new culture of learning. Australasian Journal of Educational Technology, 33(November 2016), 1-20. https://doi.org/10.14742/ajet.3013
Chai, C. S., Tan, L., Deng, F., & Koh, J. H. L. (2017). Examining pre-service teachers’ design capacities for web-based 21st century new culture of learning. Australasian Journal of Educational Technology, 33(2), 129-142. https://doi.org/10.14742/ajet.3013
Chang, M. C., Shaeffer, S., Al-Samarrai, S., Ragatz, A. B., de Ree, J., & Stevenson, R. (2014). Teacher reform in Indonesia: The role of politics and evidence in policy making. The World Bank. https://doi.org/10.1596/978-0-8213-9829-6
Chen, Y.-H., & Jang, S.-J. (2018). Exploring the Relationship Between Self-Regulation and TPACK of Taiwanese Secondary In-Service Teachers. Journal of Educational Computing Research, 64, 073563311876944. https://doi.org/10.1177/0735633118769442
Chua, J. H., & Jamil, H. (2012). Factors Influencing the Technological Pedagogical Content Knowledge (TPACK) among TVET instructors in Malaysian TVET Institution. Procedia - Social and Behavioral Sciences, 69(Iceepsy), 1539-1547. https://doi.org/10.1016/j.sbspro.2012.12.096
Cohen, A., & Baruth, O. (2017). Personality, learning, and satisfaction in fully online academic courses. Computers in Human Behavior, 72, 1-12. https://doi.org/10.1016/j.chb.2017.02.030
Cohen, J. (1988). Statistical power analysis for the behavioural sciences. Lawrence Erlbaum Associates.
Corcoran, R. P., & O’Flaherty, J. (2018). Factors that predict pre-service teachers’ teaching performance. Journal of Education for Teaching, 44(2), 175-193. https://doi.org/10.1080/02607476.2018.1433463
Correa, T., Hinsley, A. W., & de Zúñiga, H. G. (2010). Who interacts on the Web?: The intersection of users’ personality and social media use. Computers in Human Behavior, 26(2), 247-253. https://doi.org/10.1016/j.chb.2009.09.003
De Jong, R., Mainhard, T., van Tartwijk, J., Veldman, I., Verloop, N., & Wubbels, T. (2014). How pre-service teachers’ personality traits, self-efficacy, and discipline strategies contribute to the teacher-student relationship. British Journal of Educational Psychology, 84(2), 294-310. https://doi.org/10.1111/bjep.12025
Dicke, T., Parker, P. D., Marsh, H. W., Kunter, M., Schmeck, A., & Leutner, D. (2014). Self-efficacy in classroom management, classroom disturbances, and emotional exhaustion: A moderated mediation analysis of teacher candidates. Journal of Educational Psychology, 106(2), 569-583. https://doi.org/10.1037/a0035504
Djigić, G., Stojiljković, S., & Dosković, M. (2014). Basic personality dimensions and teachers’ self-efficacy. Procedia - Social and Behavioral Sciences, 112(Iceepsy 2013), 593-602. https://doi.org/10.1016/j.sbspro.2014.01.1206
Durak, M., & Senol-Durak, E. (2014). Which personality traits are associated with cognitions related to problematic Internet use? Asian Journal of Social Psychology, 17(3), 206-218. https://doi.org/10.1111/ajsp.12056
Gökçearslan, Ş., Karademir, T., & Korucu, A. T. (2016). Preservice teachers’ level of web pedagogical content knowledge. Journal of Educational Computing Research, 55(1), 70-94. https://doi.org/10.1177/0735633116642593
Horzum, M. B., & Canan Gungoren, O. (2012). A model for beliefs, tool acceptance levels and web pedagogical content knowledge of science and technology preservice teachers towards web based instruction. Turkish Online Journal of Distance Education, 13(3), 50-69. https://doi.org/10.17718/tojde.11911
Ikpi, E., Enya, B., & Johnny, A. (2014). The influence of personality trait on the academic performance of secondary school students in Cross River State, Nigeria. Journal Of Humanities and Social Science, 19(3), 12-19.
Jafari Navimipour, N., & Zareie, B. (2015). A model for assessing the impact of e-learning systems on employees’ satisfaction. Computers in Human Behavior, 53, 475-485. https://doi.org/10.1016/j.chb.2015.07.026
Jamil, F. M., Downer, J. T., Pianta, R. C., Jamil, B. F. M., Downer, J. T., & Pianta, R. C. (2012). Performance, personality, and belie with teacher self-efficacy at program completion. Teacher Education Quarterly, 39(4), 119-138.
Jia, Y., Xu, B., Karanam, Y., & Voida, S. (2016). Personality, targeted gamification: A survey study on personality traits and motivational affordances. Conference on Human Factors in Computing Systems - Proceedings, October 2017, 2001-2013. https://doi.org/10.1145/2858036.2858515
John, O. P., & Srivastava, S. (1999). The Big Five trait taxonomy: History, measurement, and theoretical perspectives. In Handbook of personality: Theory and research (pp. 102-138). Guilford Press.
Joseph, F., Hair, J., Hult, G. T. M., Ringle, C. M., & Sarstedt, M. (2017). A Primer on Partial Least Squares Structural Equation Modeling (PLS-SEM). In Thousand Oaks (Vol. 134, Issue 4). SAGE Publications.
Kavanoz, S., Yüksel, H. G., & Özcan, E. (2015). Pre-service teachers’ self-efficacy perceptions on Web Pedagogical Content Knowledge. Computers and Education, 85, 94-101. https://doi.org/10.1016/j.compedu.2015.02.005
Klassen, R. M., & Tze, V. M. C. (2014). Teachers’ self-efficacy, personality, and teaching effectiveness: A meta-analysis. Educational Research Review, 12, 59-76. https://doi.org/10.1016/j.edurev.2014.06.001
Kober, S. E., & Neuper, C. (2013). Personality and presence in virtual reality: Does their relationship depend on the used presence measure? International Journal of Human-Computer Interaction, 29(1), 13-25. https://doi.org/10.1080/10447318.2012.668131
Koehler, M. J., & Mishra, P. (2005). What happens when teachers design educational technology? The development of technological pedagogical content knowledge. Journal of Educational Computing Research, 32(2), 131-152. https://doi.org/10.2190/0EW7-01WB-BKHL-QDYV
Kokkinos, C. M., Kargiotidis, A., & Markos, A. (2015). The relationship between learning and study strategies and big five personality traits among junior university student teachers. Learning and Individual Differences, 43, 39-47. https://doi.org/10.1016/j.lindif.2015.08.031
Lane, W. (2012). The influence of personality traits on mobile phone application preferences. Journal of Economics and Behavioral Studies, 4(5), 252-260. https://doi.org/10.22610/jebs.v4i5.325
Lee, I. R., & Kemple, K. (2014). Preservice teachers’ personality traits and engagement in creative activities as predictors of their support for children’s creativity. Creativity Research Journal, 26(1), 82-94. https://doi.org/10.1080/10400419.2014.873668
Lee, M.-H., & Tsai, C.-C. (2010). Exploring teachers’ perceived self efficacy and technological pedagogical content knowledge with respect to educational use of the World Wide Web. Instructional Science, 38(1), 1-21. https://doi.org/10.1007/s11251-008-9075-4
López-Vargas, O., Duarte-Suárez, L., & Ibáñez-Ibáñez, J. (2017). Teacher’s computer self-efficacy and its relationship with cognitive style and TPACK. Improving Schools, 20(3), 264-277. https://doi.org/10.1177/1365480217704263
Marcus, B., Machilek, F., & Schu, A. (2006). Personality in Cyberspace: Personal web sites as media for personality expressions and impressions. Journal of Personality and Social Psychology, 90(6), 1014-1031. https://doi.org/10.1037/0022-3514.90.6.1014
McCrae, R. R., & John, O. P. (1991). An introduction to the five-factor model and its applications. Journal of Personality, 60(2), 175-215. https://doi.org/10.1111/j.1467-6494.1992.tb00970.x
McCrae, R. R., & John, O. P. (1992). An introduction to the five‐factor model and its applications. Journal of Personality, 60(2), 175-215. https://doi.org/10.1111/j.1467-6494.1992.tb00970.x
Mishra, P., & Koehler, M. J. (2006). Technological pedagogical content knowledge: A framework for teacher knowledge. Teachers College Record, 108(6), 1017-1054. https://doi.org/10.1111/j.1467-9620.2006.00684.x
Njiku, J., Mutarutinya, V., & Maniraho, J. F. (2021). Building mathematics teachers’ tpack through collaborative lesson design activities. Contemporary Educational Technology, 13(2), 1-14. https://doi.org/10.30935/CEDTECH/9686
Owston, R. D. (1997). Research news and comment: The world wide web: A technology to enhance teaching and learning? Educational Researcher, 26(2), 27-33. https://doi.org/10.3102/0013189X026002027
Ozudogru, M., & Ozudogru, F. (2019). Technological pedagogical content knowledge of mathematics teachers and the effect of demographic variables. Contemporary Educational Technology, 10(1), 1-24. https://doi.org/10.30935/cet.512515
Pamuk, S., Ergun, M., Cakir, R., Yilmaz, H. B., & Ayas, C. (2015). Exploring relationships among TPACK components and development of the TPACK instrument. Education and Information Technologies, 20(2), 241-263. https://doi.org/10.1007/s10639-013-9278-4
Perkmen, S., Toy, S., Caracuel, A., & Shelley, M. (2018). Cross-cultural search for Big Five: Development of a scale to compare personality traits of pre-service elementary school teachers in Turkey and Spain. Asia Pacific Education Review, 19(4), 459-468. https://doi.org/10.1007/s12564-018-9549-2
Redmond, P., & Lock, J. (2019). Secondary pre-service teachers’ perceptions of technological pedagogical content knowledge (TPACK): What do they really think? Australasian Journal of Educational Technology, 35(3), 45-54. https://doi.org/10.14742/ajet.4214
Ringle, C. M., Sarstedt, M., & Straub, D. W. (2012). A critical look at the use of PLS-SEM in MIS Quarterly. MIS Quarterly (MISQ), 36(1), iii-xiv. https://doi.org/10.3200/JOEB.79.4.213-216
Rosen, P. A., & Kluemper, D. H. (2008). The impact of the Big Five personality traits on the acceptance of social networking website acceptance of social networking website. Proceedings of the Fourteenth Americas Conference on Information Systems, January 2008. https://doi.org/10.1006/jfan.2001.3890
Scheepers, R. A., Lombarts, K. M. J. M. H., van Aken, M. A. G., Heineman, M. J., & Arah, O. A. (2014). Personality traits affect teaching performance of attending physicians: Results of a multi-center observational study. PLoS ONE, 9(5), e98107. https://doi.org/10.1371/journal.pone.0098107
Scherer, R., Tondeur, J., Siddiq, F., & Baran, E. (2018). The importance of attitudes toward technology for pre-service teachers’ technological, pedagogical, and content knowledge: Comparing structural equation modeling approaches. Computers in Human Behavior, 80, 67-80. https://doi.org/10.1016/j.chb.2017.11.003
Schmidt, D. A., Baran, E., Thompson, A. D., Mishra, P., Koehler, M. J., & Shin, T. S. (2009). Technological pedagogical content knowledge (Track): The development and validation of an assessment instrument for preservice teachers. Journal of Research on Technology in Education, 42(2), 123-149. https://doi.org/10.1080/15391523.2009.10782544
Seal, K. C., & Przasnyski, Z. H. (2001). Using the World Wide Web for teaching improvement. Computers and Education, 36(1), 33-40. https://doi.org/10.1016/S0360-1315(00)00049-X
Shulman, L. S. (1986). Those who understand: Knowledge growth in teaching. American Education Research Association, 15(2), 4-14. https://doi.org/10.1017/CBO9781107415324.004
Shulman, L. S. (1987). Knowledge and teaching: Foundations of the new reform. Harvard Education Review, 57(1), 1-21.
Sife, A., Lwoga, E., & Sanga, C. (2007). New technologies for teaching and learning: Challenges for higher learning institutions in developing countries. International Journal of Education and Development using ICT, 3(2), 57-67. https://www.learntechlib.org/p/42360/
Slavin, R. E. (2018). Educational psychology: Theory and practice (12th ed.). Pearson Education.
Thohir, M. A., Jumadi, J., & Warsono, W. (2020). Technological Pedagogical Content Knowledge (TPACK) of pre-service science teachers: A Delphi study. Journal of Research on Technology in Education. Published online: 16 October 2020. https://doi.org/10.1080/15391523.2020.1814908
Ulug, M., Ozden, M. S., & Eryilmaz, A. (2011). The effects of teachers’ attitudes on students’ personality and performance. Procedia - Social and Behavioral Sciences, 30, 738-742. https://doi.org/10.1016/j.sbspro.2011.10.144
Walkowiak, S., Foulsham, T., & Eardley, A. F. (2015). Individual differences and personality correlates of navigational performance in the virtual route learning task. Computers in Human Behavior, 45, 402-410. https://doi.org/10.1016/j.chb.2014.12.041
Wu, W., Chen, L., Yang, Q., & Li, Y. (2019). Inferring students’ personality from their communication behavior in web-based learning systems. International Journal of Artificial Intelligence in Education, 29(2), 189-216. https://doi.org/10.1007/s40593-018-00173-9
Xie, H., Chu, H. C., Hwang, G. J., & Wang, C. C. (2019). Trends and development in technology-enhanced adaptive/personalized learning: A systematic review of journal publications from 2007 to 2017. Computers and Education, 140(July 2018), 103599. https://doi.org/10.1016/j.compedu.2019.103599
Zhou, Y., Chai, C. S., Liang, J. C., Jin, M., & Tsai, C. C. (2017). The relationship between teachers’ online homework guidance and technological pedagogical content knowledge about educational use of web. Asia-Pacific Education Researcher, 26(5), 239-247. https://doi.org/10.1007/s40299-017-0344-3

Citation

Thohir, M. A., Yuliati, L., Ahdhianto, E., Untari, E., & Yanti, F. A. (2021). Exploring the Relationship Between Personality Traits and TPACK-Web of Pre-service Teacher. Contemporary Educational Technology, 13(4), ep322. https://doi.org/10.30935/cedtech/11128

Thohir, M. A., Yuliati, L., Ahdhianto, E., Untari, E., and Yanti, F. A. (2021). Exploring the Relationship Between Personality Traits and TPACK-Web of Pre-service Teacher. Contemporary Educational Technology, 13(4), ep322. https://doi.org/10.30935/cedtech/11128

Thohir MA, Yuliati L, Ahdhianto E, Untari E, Yanti FA. Exploring the Relationship Between Personality Traits and TPACK-Web of Pre-service Teacher. CONT ED TECHNOLOGY. 2021;13(4), ep322. https://doi.org/10.30935/cedtech/11128

Thohir, M. Anas, Lia Yuliati, Erif Ahdhianto, Esti Untari, and Fitri April Yanti. "Exploring the Relationship Between Personality Traits and TPACK-Web of Pre-service Teacher". Contemporary Educational Technology 2021 13 no. 4 (2021): ep322. https://doi.org/10.30935/cedtech/11128

Thohir, M. Anas et al. "Exploring the Relationship Between Personality Traits and TPACK-Web of Pre-service Teacher". Contemporary Educational Technology, vol. 13, no. 4, 2021, ep322. https://doi.org/10.30935/cedtech/11128

Thohir MA, Yuliati L, Ahdhianto E, Untari E, Yanti FA. Exploring the Relationship Between Personality Traits and TPACK-Web of Pre-service Teacher. CONT ED TECHNOLOGY. 2021;13(4):ep322. https://doi.org/10.30935/cedtech/11128