Date of Award
Graduate and Professional Studies
Doctor of Education
Dr. Irma Harper
Second Committee Member
Dr. Leah Wickersham-Fish
Third Committee Member
Dr. Karen Maxwell
The problem that drove this study was the large number of students experiencing low levels of academic engagement. This level of engagement decreases as students progress from elementary to high school. The purpose of the qualitative study was to gain a deeper understanding of specific teacher personality traits and how teachers and students in the local setting perceived those traits impacting student engagement. This qualitative holistic case study was conducted through observations of high school teachers and semistructured interviews with high school teachers and students. The sample population included high school students and teachers in a local high school in the Pike’s Peak region of Colorado. The findings indicated that both teachers and students perceived the traits of extraversion and agreeableness as the most important to creating student engagement. The observations of high school teachers seemed to indicate that while extroversion and agreeableness were important to creating engagement, engagement was usually not lasting; rather, conscientiousness was the trait that proved to be the most significant in creating lasting student engagement. The findings suggested that the teachers who utilize the traits of extraversion and agreeableness engage students in a more effective way when compared to those who use other traits. However, teachers who are organized and efficient are able to create more lasting student engagement in the classroom.
Creative Commons License
This work is licensed under a Creative Commons Attribution-Noncommercial-No Derivative Works 4.0 License.
Sandlin, Cole, "Teacher Personality and Student Engagement: A Case Study" (2019). Digital Commons @ ACU, Electronic Theses and Dissertations. Paper 155.