High School Study On The Influence Of Teachers’ Personality On Their Students’ Learning Interest

This study adopts the big-five personality questionnaires, the students’ study interests questionnaire to18languages, maths, English teachers ’personality and567survey the present situation of senior middle schoolstudents ’ interest in learning, visits high school teacher relationshipbetween personality characteristics and the influence of students ’ interestin learning. We hope this study will understand high school teacher careerpersonality, factors influencing students ’ interest in learning and highschool teacher relationship between personality characteristics and theinfluence of students ’ interest in learning. Hope that through theinvestigation of personality characteristics of high school teachers, tofurther improve the high school teachers ’ personality theory in researchand through research, verify the scientific theory and validity. Throughquestionnaire survey of students ’ interest in learning, understandingfactors affecting students ’ interest in learning, so as to make necessarytheory for high school teaching practice guide. More importantly this studyto understand the impact of personality of teachers and students ’ interest inlearning, in order to generate teachers ’ awareness of their own personality,positive good personality to infect every member students, stimulate thecultivation of students ’ interest in learning, improve student learning.Study drew the following conclusions:1. high school teachers ’ personality in line with China’s personalitystructure, proneness on the dimensions to be slightly higher than theaverage Chinese personalities, extraversion of younger teachers more, andthat of extraversion of female teachers than male teachers is higher.Extroversion significantly higher mathematics teachers of languageteachers should humanity, openness is relatively more balanced. Relatively strict female teachers sexual dimension scores slightly lower than menteachers, older teachers in scores on the rigorous dimension than scores ofyounger teachers. Higher scores on the rigorous dimension of mathematicsteachers, English teachers scored slightly lower than on the emotionalstability dimension of mathematics teachers.On English teacher’semotional stability dimension scores slightly lower than math teachers.2. the students ’ interest in learning Chinese is a larger, lower interestfor math and English, on the learning interest of mathematics, English andthere are also large differences between men and women, boys aresignificantly lower than girls interested in learning English, and femalestudents ’ interest in mathematics learning lower than boys. Arts andscience students ’ interest in learning Chinese is not too much difference,and large differences in the learning interest of mathematics, lowerperformance in mathematics for liberal arts students ’ study interest. On theinterests in learning English, liberal arts students ’ interest in learningEnglish than students ’ interest in learning science, in particular higherfocus of liberal arts students ’ interests in learning English.3. students ’ learning interests are affected by the teachers and its huge,is itself based after effects preferences, it is easy to see, while a high schoolstudent, teachers continues to be a major impact on the students ’ interest inlearning.4. the influence of teachers responsible for students ’ interest inlearning is the largest, followed by teachers of extraversion, should bemore humanity to the students ’ interest in learning, emotional stability,openness, less impact.5. the teachers ’ personality on their high school students ’ interest inlearning is a certain effect.