Teacher's Personality, Academic Stress, And Student Motivation Among Students In Tertiary Education In New Sinai School And Colleges
DOI:
https://doi.org/10.5281/zenodo.20474810Keywords:
Teacher's personality, Academic stress, Student motivation, Tertiary education, Tertiary studentsAbstract
Tertiary education is not just about obtaining a diploma; it is a journey that develops individuals into competent, well-rounded professionals that are capable of succeeding in real-world situations with confidence. Nevertheless, this path is not without its challenges. Using a descriptive- correlational research design, this study aims to identify students' preferred teacher personality, measure academic stress levels, and assess motivation. Also, determine the relationships among the variables among the tertiary students at New Sinai School and Colleges. The findings revealed that the respondents strongly preferred teachers with lenient personalities. The respondents also experienced a very high level of academic stress. Furthermore, the majority of the respondents demonstrated very high intrinsic motivation toward academic tasks. Based on these findings, an action plan was proposed to foster a supportive academic environment that promotes positive teacher personality traits, minimizes academic stress, and improves student motivation among tertiary students at New Sinai School and Colleges. The study concluded that students tend to prefer teachers who are patient and compassionate because these traits help them feel at ease and more actively involved in class discussions and activities. Students also experienced very high levels of stress whenever they were unable to achieve their personal standards. Moreover, students were strongly driven by personal achievement, emphasizing the importance of self-fulfillment in maintaining academic engagement. Findings further revealed that students who had a greater preference for their teachers’ personalities were more likely to experience lower academic stress. Likewise, a stronger preference for teacher personality was linked to higher levels of student motivation. Therefore, the proposed action plan should be carried out to reinforce positive teacher personality traits, lessen academic stress, and improve student motivation.
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