IMPACT OF PERSONALITY FACTORS OF FACULTY ON ACADEMIC PERFORMANCE OF ENGINEERING STUDENTS

Saranya. T. Jaikumar 1 and Dr. T. Santhanam 2 . 1. Research Scholar of Shri JJT University, Jhunjhunu, Rajasthan, India. 2. Professor, SDS Institute Of Behavioral Sciences, Chennai, TamilNadu, India. ...................................................................................................................... Manuscript Info Abstract ......................... ........................................................................ Manuscript History

Teachers and their approaches to teaching performance a very crucial function in creating the student an effective engineer in this very economical world. This research mainly focuses on how teaching engineering can be through efficiently by evaluating the personality arrangement of faculty as measured by MBTI. This novel line of investigation will make significant outcomes that are of applied inferences for teacher education and will observe numerous principle criteria of real teaching in terms of personality pattern features and their relationship with the academic presentation of the students taught by that faculty. Therefore, making improved faculty and enhanced engineers in upcoming is the main advantage for the culture from this exploration.
639 with other features accessible at the appointment, may exist a way to expect additional of the difference in teacher presentation and permit the hiring of more operative and determined teachers [13]. . This is mainly applicable since personality traits are not simply dismissed with academic traits; relatively, they forecast unique foundations of variation in consequences of awareness [14]. (Lounsbury, Sundstrom, Loveland, & Gibson, 2003).
Objectives:-1. To study personality patterns of college faculty. 2. To study the association between staff personality and academic performance of students. 3. To propose the findings as methods to improve quality of engineering college faculty through Faculty Development Programme. 4. To propose the findings as methods to aide subject and classroom allotment to the staff at the beginning of the semester.
Hypothesis:-Hypothesis 1: There is a significant relationship between faculty"s MBTI personality factor Extrovert/Introvert and students" academic performance. Hypothesis 2: There is a significant relationship between faculty"s MBTI personality factor Sensing/Intuiting and students" academic performance. Hypothesis 3: There is a significant relationship between faculty"s MBTI personality factor Thinking/Feeling and students" academic performance. Hypothesis 4: There is a significant relationship between faculty"s MBTI personality factor Judging/Perceiving and students" academic performance.

Methods:-Research Design:-
It is an Assessment Study by Ex post facto design, where independent variables, existing in the participants (engineering faculty) prior to the research, affect a dependent variable. Here the independent variables are the personality factors of faculty as rated by MBTI and the dependent variable is the academic presentation of their students. As the independent variable in question is somewhat that is a distinctive characteristic of the faculty complicated Quasi-experiment is hired as the research focuses on independent variables that cannot be randomly dispensed.
Sampling:-Population:-There are 552 engineering colleges in Tamil Nadu as of July 2016. Out of which 130 engineering colleges are in Chennai city. Every engineering college has an average of 50 teaching faculty. Thus there is nearly 6500 teaching faculty in engineering colleges in Chennai. Around 75000 students are studying in these colleges in numerous divisions of engineering. This study uses a grouping of random sampling and systematic sampling. 1. Sample 1 includes 200 engineering staff from several engineering colleges in Chennai who will take the MBTI test for personality testing. Here systematic sampling and random sampling is used. The 20 engineering colleges from Chennai are systematically designated based on their location in Chennai. Thus, from each college 10 faculties are then nominated by random sampling. 2. Sample 2 includes the same 200 engineering faculty who will be detected using an observatory schedule. 3. Sample 3 includes about 8000 students (those students who are taught by the above-mentioned faculty) whose academic presentation particulars are attained from college.

Data Source and Data Collection:-Primary Data Sources:-Test of Personality Pattern Of Staff:-
The responses established from staff by using Maier"s Brick Personality Testing tool along with questions to collect personal data like age, gender, and position. The Myer Briggs Type Indicator was developed to assess the personality types. The revised and shortened version of MBTI consists of 50 items alternative either or expectations based on one"s predilection, with pairs of assessment for each item. Scoring will then be complete as per the key. Thus, MBTI test will arrive at the teaching staff"s main character includes the following variables  Extroversion / Introversion  Sensation / Intuition 640  Thinking / Feeling  Judging / Perceptive

Validity:
The validity of the test has been previously recognized by the author. Therefore, the present investigator not made any attempt to create the validity again.
Reliability: Test-retest reliability has been established by the researcher. The "r" value is 0.72 which is highly significant at 0.01 level. A chi-square test was performed to test the association between the academic performance of students in the university exam and the personality factor Extrovert / Introvert of MBTI personality pattern. The result of the chisquare statistic was found to be 14.3617 resulting in p-value 0.000761. As p-value is lesser than 0.05 and the association was found to be significant. Thus, there is an association between the academic performance of students in the university exam and the personality factor Extrovert / Introvert of MBTI personality pattern. This proves the alternate hypothesis. Thus, the null hypothesis is rejected. A chi-square test was performed to test the association between the academic performance of students in the university exam and the personality factor Sensing / Intuiting of MBTI personality pattern. The result of the chisquare statistic was found to be 19.3703 resulting in p-value 0.000062. As p-value is lesser than 0.05 and the association was found to be significant. Thus, there is an association between the academic performance of students in the university exam and the personality factor Sensing / Intuiting of MBTI personality pattern. This proves the alternate hypothesis. Thus, the null hypothesis is rejected. A chi-square test was performed to test the association between the academic performance of students in the university exam and the personality factor Thinking / Feeling of MBTI personality pattern. The result of the chisquare statistic was found to be 11.8283 resulting in p-value 0.002701. As p-value is lesser than 0.05 and the association was found to be significant. Thus, there is an association between the academic performance of students in the university exam and the personality factor Thinking / Feeling of MBTI personality pattern.
This proves the alternate hypothesis. Thus, the null hypothesis is rejected. A chi-square test was achieved to test the association between the academic performance of students in the university exam and the personality factor Judging / Perceiving of MBTI personality pattern. The result of the chisquare statistic was found to be 7.1386 resulting in p-value 0.028176. As p-value is lesser than 0.05 and the association was found to be significant. Thus, there is an association between the academic performance of students in the university exam and the personality factor Judging / Perceiving of MBTI personality pattern. This proves the alternate hypothesis. Thus, the null hypothesis is rejected.

Discussion:-
Thus taking both pass percentage and number of high scorers in class into consideration, students taught by perceiving staff always performed well comparatively. Staffs  who relate more easily to the outer world of people and things  who would deal with known facts and don"t dislike an established way of doing things  who would make their judgment more on logic than on personal values  who are flexible, spontaneous way of life better than planned, orderly way Were found to have the capacity to produce a number of high scorers in class but the overall pass percentage was low when compared to staff with other personality patterns. So ESTP personality staff are found to be most efficient with good scorers but cannot teach the below average students effectively.
On the other hand, staffs  Who can relate more easily to the inner world of ideas?  Who would rather look for possibilities and relationships that work with known facts  Who base their judgment more on personal values than impersonal analysis and logic 642  Who like flexible, spontaneous way of life better than planned, orderly way, Were found to have the capacity to produce a good pass percentage in his/her class but the number of high performers was low when compared to staff with other personality patterns. So INFP personality staffs are found to be most efficient with average and below average students but are not very effective with the good scorers.
Students of engineering faculty who like a planned, decided, arranged way of life improved than a flexible, unprompted way were found to have a low academic presentation. The current research is in line with the study made by Kevin C. Bastian [15] who made a study on A Temperament for Teaching? According to the authors who studied Associations between Personality Traits and Beginning Teacher Performance and Retention, there is a rich body of suggestion linking conscientiousness-related measures to employee presentation and retaining across professions, and they recommend that regions and schools should deliberate using personality trait procedures, along with other valid displays, as a way to recover teacher-hiring choices. The existing research is in similar with the study of Ajeya Jha [16], who conducted a study to recognize the association between EI and teaching performance in the case of faculty members at medical and engineering colleges, as courses connected to these two fields are fairly wide and challenging which often leads to stress among students. This study is similarly correlated with the additional study "The impact of teacher personality styles on the academic excellence of secondary students" made by Patricia Lee Stout Garcia [17].

Conclusions:-
In this investigation, it is established that there is a significant connection between faculty"s MBTI personality factor Extrovert/Introvert and students" academic performance. Thus, a class trained by staff with introvert personality factor show improved passes percentage in their university examinations but extrovert staff produces a number of good performers. This research also demonstrated that there is a significant relationship between faculty"s MBTI personality factor Sensing/Intuiting and students" academic performance and so a class taught by staff with perceiving personality factor have better pass percentage in their university exams but a sensing staff produces more high scorers. Also, it is found that there is a significant relationship between faculty"s MBTI personality factor Thinking/Feeling and students" academic performance and so a class taught by staff with feeling personality factor have better pass percentage in their university exams but a thinking staff produces more high scorers. It is also showed in this study that there is a significant relationship among faculty"s MBTI personality factor Judging/Perceiving and students" academic performance and so students taught by staff with perceiving personality factor show improved academic performance in their university exams in terms of a number of high scorers and in terms of pass percentage. Hence it is showed through this research that subjects taught by staff in engineering colleges with personality type INFP had enhanced pass percentage than staff with ESTJ personality. Further, it is showed through this study that subjects taught by staff in engineering colleges with personality type ESTP had a number of good performers than staff with INFJ personality pattern although the pass percentage was low. The author was motivated on responsible the relationship between teacher personality styles and academic performance of 10 th and 11 th -grade students and according to the author, the results showed a significant impact of the personality of a teacher on students in school.