The Role of A Teacher in Personality Development (Abdur Rehman)

The Role of a Teacher in
Personality Development
Submitted by:
Mr. Abdur Rahman
Master in Education
ID: 10753
Supervised by
Dr. Muhammad Asif Khan
Qurtuba University of Science and Information

Technology Peshawar KPK
Session: 2016-2017
APPROVAL SHEET
Title of thesis: “The Role of a Teacher in Personality Development” Prepared and
submitted by Mr. Abdur-Rahman Khalil, ID: 10753. Dissertation accepted by the
Department of Education, Qurtuba University of Science and Information
Technology, Peshawar in partial fulfillment of the requirements for the degree of
Master in Education session (2016-17).
___________________________
Research Supervisor Dr. Muhammad Asif Khan
Department of Education
Qurtuba University of Science
And information Technology,
Peshawar Campus.
External Supervisor ___________________________
Dated: -------------------------------------
ii
FORWARDING SHEET
The dissertation “The Role of A Teacher in Personality Development.” Submitted
by Mr. Abdur-Rahman Khalil, Master in Education, ID: 10753 to the Department of
Education, Qurtuba University of Science and Information Technology Peshawar, in
partial fulfillment for the degree of Master of Education session (2016-17) has been
completed under my supervision. I am satisfied with the quality of his research work.
___________________________
Dr. Muhammad Asif Khan

Department of Education
And Information Technology,
Peshawar Campus.
Dated _______________________
iii
DECLARATION
I, Mr. Abdur-Rahman S/O GUL-Haider Khan, ID.NO: 10753, as student of M.Ed
at the Department of Education, Qurtuba University of Science and Information
Technology, Peshawar Campus so hereby solemnly declare that the thesis entitled
“The Role of a Teacher in Personality Development.” Submitted by me in partial
fulfillment of the requirements for the Degree of Master in Education is my original
research work and had not been submitted or published earlier and shall not be
submitted in future by me for obtaining any degree from any other University,
Institution or Department
___________________________
Mr. ABdur-Rahman Khalil

Master of Education
And Information Technology,
Peshawar Campus.
Dated: ___________________
iv
ACKNOWLEDGEMENTS
First of all, all glory be to Allah who gave me courage and patience for
conducting this research dissertation.
No one ever accomplishes much of anything alone. I would like to thank a
number of people for providing me with their support which I needed to complete this
study. First and foremost, my supervisor Dr. Muhammad Asif khan, who helped and
encouraged me while conducting this study. Without his helpful comments and
valuable advice would have remained incomplete.
I would also like to thank a number of my colleagues at Qurtuba University
who acted as sounding boards for various ideas in this study
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TABLE OF CONTENTS
APPROVAL SHEET .................................................................................................. II

FORWARDING SHEET ......................................................................................... III
DECLARATION....................................................................................................... IV
ACKNOWLEDGEMENTS ....................................................................................... V
TABLE OF CONTENTS ......................................................................................... VI
ABSTRACT ............................................................................................................ VIII
CHAPTER-1 ................................................................................................................. 1
INTRODUCTION AND THEORETICAL FRAMEWORK .................................. 1
1.1 STATEMENT OF THE PROBLEM ............................................................................ 5
1.2 PURPOSE OF THE STUDY...................................................................................... 5
1.3 METHODOLOGY .................................................................................................. 6
1.4 DELIMITATIONS .................................................................................................. 6
1.5 CASE STUDY ....................................................................................................... 6
CHAPTER-2 ................................................................................................................. 8
REVIEW OF THE LITERATURE ........................................................................... 8
2.1 CHILD DEVELOPMENT ........................................................................................ 8
2.2 TEACHER’S ROLE ................................................................................................ 8
2.3 PERSONALITY DEVELOPMENT ............................................................................. 8
2.4 GENERAL PRINCIPLES OF DEVELOPMENT ......................................................... 10
2.5 DIFFERENT ASPECTS OF PERSONALITY DEVELOPMENT .................................... 10
CHAPTER-3 ............................................................................................................... 12
METHODOLOGY .................................................................................................... 12
CHAPTER-4 ............................................................................................................... 15
DATA ANALYSIS ..................................................................................................... 15
STUDENT-1: AMJID ................................................................................................... 16
STUDENT 02: KHALID ............................................................................................... 18
STUDENT 03: TAHIR .................................................................................................. 20
COMPARISON ............................................................................................................ 22
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CHAPTER-5 ............................................................................................................... 23
CONCLUSION & RECOMMENDATIONS .......................................................... 23
5.1 CONCLUSION..................................................................................................... 23
5.2 RECOMMENDATIONS ......................................................................................... 24
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ABSTRACT
Education is a continuous process. It is not a means to an end; It is an end in
itself. The basic aim of education is developing personality of an individual and
equipping him/her with basic knowledge. Keeping this aim of education in mind. The
researcher investigated the role of a teacher in personality development.
Education also denotes the act of teaching. This study throws light on the
principles and methods of teaching. As we know, teaching is an art, a creative
reflective process. It is not a value free activity. It creates all other professions.
Teaching affects and motivates learning of children as they are not aware of their
faculties. It is the job of a teacher to develop and foster the faculties and powers
possessed by children. To become such a teacher, we need to know about our
students.
The role of a teacher in personality development has always been a focal point
in every society interested in education. Now-a-days personality development is a
global concern. This study will add to literature already---------.The sole purpose of
educational psychology is personality development. In personality development,
working on all aspects such as cognitive, effective, physical, social and spiritual of
development of students is the focal point. It is the foremost responsibility of a
teacher to help individuals realize their full potentials in order to take their place as
responsible citizens with over-powering personalities.
The aim of this research is to provide an understanding about the role of a
teacher in personality development. It is, therefore, necessary for a teacher to develop
an understanding of different aspects of personality development. Above all,
personality is everything.
This study will guide new as well as experienced teachers to understand their
viii
role in personality development.
The result shows that a teacher could play a role in shaping personality of an
individual by working on different aspects of personality development.
It is also recommended that further and more detailed studies may be
conducted regarding cognitive and effective development of an individual.
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CHAPTER-1
INTRODUCTION AND THEORETICAL FRAMEWORK
Education is a continuous process. It is power. It is not a means to an end. It is
an end in itself. In fact, one of the aims of education is to develop personality of an
individual and to equip every child with basic knowledge. Keeping in view the
personality development of a child, the researcher will investigate the role of a teacher
in personality development.
Personality development being at the apex of all psychological studies is the
central point. The development of personality is the main objective of present day
education. However, in defining personality there are some misconceptions. In
common language, the term is used to indicate physical appearance. We tend to
associate personality with gorgeous looks and an impressive bearing and dismiss an
ugly person as devoid of personality. This cannot be the complete meaning of
personality. Appearance is only a part of personality (M.A Haq, 1990).
In simple terms, personality consists of the following approaches.
1. The way we look
2. The way we dress.
3. The way we talk
4. The way we act.
5. The skill with which we do things.
6. The way we maintain our health.
1
In fact, personality is derived from the Greek word persona. There are at least
four distinct meanings of persona. These include:
1. As one appears to others.
2. The part that one plays in life.
3. As assemblage of personal qualities that fits a man for his work.
4. Distinction and dignity.
After passing through different stages in the course of time, the word
ultimately became personality.
Some general characteristics of personality are as under
1. It is dynamic.
2. It is a product of heredity and environment.
3. It is a product of inner aspects and outer ones.
4. It is the end product of learning.
5. It is unique (if it is not unique, it cannot be called a personality)
Personality covers the whole nature of the individual (Crow, 1973) personality
is not a passive entity but a dynamic character of the individual which finds
expression through his conduct and activities (Dennis Coon, 2007). Personality is a
set of traits influencing the behavior of an individual. It is all that a person is (Allport,
1936).
As for as personality development is concerned, it results from a combination
of inherited and environmental factors, at birth, we are endowed with a complex set of
genes that provide potential for development.
On the other hand, the word development is distinguished from the term
2
growth. The terms growth and development mean the changes that take place in
human behavior particularly in a child after conception right from the womb to the
tomb. The terms mean the same thing and have been used interchangeably. But in
reality and from the point of terminology, they are two separate terms having different
meanings. Let us see the meaing and difference of both growth and development
(Javed M.I, 2010).
1. Development is internal in nature. It can only be felt. It can indirectly be
measured. It is function-based. It means working of the internal organs and
their functions. However, development as such is a comprehensive term. It is a
life-long process.
2. Growth is external in nature. It is measurable, it can be directly measured. It is
size-based. It means increase or addition in size or weight. Its chief concern is
with the physical aspect of an individual. Growth stops at a particular age.
Growth and development are inter-related. Both are inter-dependent and
influence each other. When growth stops because of illness or there is premature
stoppage of growth, development is equally effected.
In fact, it is true that there are only benefits and no disadvantages to having
personality development. Some of the benefits are as under: -
1. One of the key benefits of personality development is the over-shine that is
brought about in a person after undergoing personality development.
2. It develops many traits that form his/her charming whole and there is
sharpening of personality for the better.
3. Another key benefit is confidence boosted.
3
Now-a-days, personality development of student is a global concern. The sole
purpose of educational psychology is all about it. The goals of educational
psychology are to understand and to improve the teaching learning process.
Educational psychologists develop knowledge and methods: they also use the
knowledge and methods of psychology and other related disciplines to study learning
and teaching in everyday situations. Both in the past and today, educational
psychologist strive to improve educational practice.
In personality development, working on all aspects such as cognitive,
emotional, physical, social and spiritual of development of students is the focal point.
Above all, personality to a man is like fragrance to a flower (Charles M. Schwab).
Teaching is an art ------ a creative reflective process. (Schon, 1983) teaching is
not a value free activity (Elizabeth Hatton, 1998), it creates all other professions. It is
not just a skill or a job. It is a way of life. It is not confined to class-rooms. It occurs
everywhere on this green planet. Teaching effects and motivates learning. Nobody
can learn for another; students create their own knowledge and skills. The teacher’s
role is to orchestrate materials, tasks, environments, conversations, and explanations
that encourage and support learning and the increasing independence of their students.
To become such a teacher, you will need to know about your students. Becoming an
expert teacher takes time and experience (Schon, 1983). Our Holy Prophet has been
sent as a teacher to this world. He was asked to teach people the Holy Quran and to
push back the boundaries of ignorance and to expand the corpus of knowledge
forever. In fact, Allah is the teacher of the entire universe. All sacred books have been
revealed on God’s Holy Messengers who were in broader sense teachers of the people
in their times.
4
A teacher plants seeds of knowledge and seeds of the future. He/she is the real
builder of a nation. He/she is the person who has the ability to shape individuals. It is
the foremost responsibility of a teacher to help individuals realize their full potential
and take their place in society as responsible citizens. This is possible upon utilizing
different strategies to shape personality of students. My teachers have shaped my
personality. They have left no stone unturned to support me through thick and thin
and never left me in the lurch. Upon graduation from Islamia College Peshawar, i was
unable to continue my education due to fiscal problems. I was asked at home to earn
an honorable living. My teachers in general and our English teacher in particular
supported me to pursue higher studies at prestigious University. As a result, I am
grateful to my teachers and I salute them from the core of my heart. Now, I offer my
services in government high school with handsome package. I am able to fend for
myself and my family.
1.1 STATEMENT OF THE PROBLEM

The researcher investigated the role of a teacher in the personality
development of these growing children. The role of teacher was investigated in
developing these growing children and to help them realize their potentials and
faculties in order to emerge as the responsible citizens of the society.
1.2 PURPOSE OF THE STUDY

The aim of this research is to study/provide an understanding about the role of
a teacher in personality development. It will carry the reader through the available
knowledge about personality development in an orderly and common sense manner. I
thing this research will be a fair step to help teachers to fulfill the requirements of
generations of all ages and stages. It is, therefore, necessary for a teacher to develop
an understanding of how he/she could control the different aspects of personality
development.
5
1.3 METHODOLOGY
The research is qualitative in nature. It was carried out in a case study
style.Some03 students of my class were selected as the subject of this study, their
behavior in the class was observed, their level of achievement, their social relation
with other students and their level of participation served as three indicators for this
study. Under these 03 indicators, any change was recorded. For recording these
changes, I used class room observation check lists (see annexure-1), their
performance test scores in deferent subjects (see annexure-2) and to record any
change in their social attitude (see nnexure-3), change index record was maintained.
1.4 DELIMITATIONS
Personality development is a relative term. It is not an absolute term.
Personality development is a long process. It is a time-consuming and a herculean
task. It is not a matter of one day (short time) rather it is a matter of life (long time).
Attitudinal change does not occur over-night. This change takes place slowly and
gradually and is a result of tedious effort. It takes 20-30 years to shape personality of
an individual. Teacher is short of time and cannot spend the above-mentioned time
with an individual to measure development thoroughly. Due to lack of time, the
teacher could affect the cognitive, affective development of an individual.
1.5 CASE STUDY

The role of a teacher in this regard has a significant role in developing
different aspects of personality of students. His role is general not specific. It is a
complex role. Teacher must believe that all his students have the capacity to learn.
This is the basic commitment of teacher to student. Teacher must view himself as
teacher of all rather than as an instructor of the able (Elizabeth Hatton, 1998). A
teacher is he who can shape the personality of an individual. Three students of mine
who are now in grade six (6) were very shy and slow learners. They were afraid of
6
tests and failed to obtain even passing marks in weekly tests. They were suffering
from inferiority complex. Their parents were very upset with their low performance.
In future, the teachers would be determined to implement all their plans on these
students. I tried to give them friendly environment and spent more time with them to
strengthen their strengths and worked on their weaknesses. I had informal discussion
with them and encouraged them to face challenges and confront hardships boldly.
With God’s help, they improved day by day. Moreover, they were able to express
themselves in front of capacity crowd without any fear and hesitation. Their peers
considered them as their role models in the class. These learners progressed by leaps
and bounds.
7
CHAPTER-2
REVIEW OF THE LITERATURE
2.1 CHILD DEVELOPMENT

As the children grow, they develop in several different ways. Child
development includes physical, intellectual, social and emotional changes.
Children grow and mature at different rates. There can be big differences in
height, weight and build among healthy children. Diet, exercise and genes are all
factors. Some children begin puberty or are close to it before they are teenagers.
Children start to become more independent from their family. They also look
outward to their friends who are usually of the same sex. Peer approval becomes very
important because your child may try new behaviors to be part of “the group”. This
can also be the time that parents or teachers recognize learning disabilities or
behavioral problems in children (Allyn and Bacon, 2002).
2.2 TEACHER’S ROLE

Teacher is the vital part of educational system. He is a source of professional
and educational enrichment. The role of a teacher in personality development has
always been the focal point in every society interested in education. A number of
critics have presented their views in this regard. The researcher aims to go through
various critics speaking about this role. It will be elaborated because the diversity of
education and variety in theories demand a microscopic inspection of the statement by
the people in the field.
2.3 PERSONALITY DEVELOPMENT

Human personality is not something material to be comprehended by the
8
senses. It may be said that it is something non-material which has the capacity of
judgment. Personality is to be understood as an indivisible whole. Personality does
not end with the death of a person. Person dies and his/her personality remains forever
(M.A Haq, 1990). Personality (a structure of traits) is something dynamic and not
static. The word dynamic means that personality is growing and changing and not
something fixed. In addition to this, personality is not a haphazard collection of traits
of tendencies but a unified system where parts are related to each other and to the
whole. Character is often used synonymously with personality but the term character
is evaluative in nature. It refers to those traits of personality which are approved such
as honest, integrity, self-control and their opposites. A trait is a dimension of
personality which can be measured and must describe the consistent behavior of an
individual. A trait, in order to be a meaningful measure of the human personality,
must be a distinctive and enduring characteristic of an individual. Temperament is not
to be confused with personality. The term temperament is limited to those underlying
factors of personality which are in-born such as instinctive drives and certain other
tendencies (Javed M.I, 2010).
The term development in its most general psychological sense refers to certain
changes that occur in human beings (or animals) between conception and death. The
term is not applied to all changes, but rather to those that appear in orderly ways and
remain for a reasonably long period of time. A temporary change caused by a brief
illness, for example, is not considered a part of development. Psychologists also make
a value judgment in determining which changes qualify as development. The changes
----- at least those that occur early in life--- are generally assumed to be for the better
and to result in behaviuor that is more adaptive, more organized, more effective, and
more complex (Mussen, Conger, & Kagan, 1984).
9
2.4 GENERAL PRINCIPLES OF DEVELOPMENT
1. People Develop at different rates.
2. Development is relatively orderly.
3. Development takes place gradually.
Personality development does not mean the characteristics and appearance of a
person which grows and develops as age proceeds. It means developing a personality
cult so as to create a strong positive impression about yourself. It is the development
of the organized pattern of behavior and attitudes that makes a person distinctive. The
teacher sets and organizes patterns of behavior according to the prevalent social
norms or religious philosophy and influences distinctive attitudes of a child by
helping him/her realize the potentials for future development. Personality
development occurs by the ongoing interaction of temperament, character and
environment. Personality consists of various elements like intelligence, physique,
temperament and patience etc. The word personality refers to the overall out-come of
what a man is.
2.5 DIFFERENT ASPECTS OF PERSONALITY

DEVELOPMENT
Human Development can be divided into a number of different aspects.
Physical development, as you might guess, deals with changes in the body. Personal
development is the term generally used for changes in an individual’s personality.
Social development refers to changes in the way an individual relates to others.
Emotional development is a term referring to changes in emotions. Cognitive
development refers to changes in thinking.
The phrase cognitive development refers to growth in the ability to think; to
visualize objects not present, solve problems, make plans, deals with abstractions or
10
symbols. Reading, writing, arithmetic all require certain cognitive skills. Terms like
cognitive and cognition are often used to indicate “intelligence” or “conscious
awareness.”Effective development refers to the meaner in which we deal with things
emotionally such as feelings, values, appreciations, attitudes etc.000000 (Anita
Woolfolk, 2002).
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CHAPTER-3
METHODOLOGY
The researcher selected 03 students as the subject of this study. I started
observing these three students for several days and I found them very shy and
isolated. They were not friendly and were not interacting with their class-fellow. They
were always silent and lazy. They were not cheerful in class-room. Slowly and
gradually, they were losing their interest in studies. They considered themselves alone
as they were living a life of loneliness and isolation. Besides this they were passive
listeners and their level of participation was not good. They were not participating in
class-room activities and postponed their assignments and skipped their writing home-
work. Moreover, they were not interested in curricular and co-curricular activities
.consequently all this has affected their level of achievement and their social relations
with other students badly.
Not being good achievers, they did not pass their tests with flying colors.
Obtaining passing marks was something very difficult for them. This caused
embarrassment for them in class-room and these pupils avoided meeting their class-
mates in society. Furthermore, the situation worsened day by day. Upon observing
this phenomenon, I decided to work with them and build their personalities. With
God’s help, I succeeded in building and developing their personalities to great extent.
Education is the formation of habits. To accomplish this end, I tried to mend
their bad habits regarding class-room environment. As far as their attendance is
concerned, it was very poor. They were not punctual students. Being absent from
school is not a good habit as this is the time of building their personalities. I tried to
convince them to stop absenteeism as this could damage their education and interest
in studies. I motivated them to attend school every day because attending school
everyday could help them in personality development
12
Apart from this, they were lazy doing their class-work and they were not
following discipline properly. In addition to this, they avoided doing their home-work
and not giving attention to cleanliness. They were also in the habit of construing and
not following teachers’ instructions properly. Keeping in view all these weaknesses, I
tried to help them to turn these weaknesses into strengths by showing to them some
clips on white-board using projector high-lighting the importance of an industrious
life. To be honest, they are satisfied with the services offered by the school. They
improved a lot by mending these weaknesses in order to emerge as well-rounded
personalities. Annexure No 1 shows their improvement in all the above-mentioned
areas.
Education is to bring positive change in behavior. Keeping this axiom in mind,
I worked with them to mend their behavior to build their personalities. As far as their
attitude is concerned, it was moving from bad to worse day by day. They were shy
and isolated in the class. They were dumb, reluctant and afraid of conversing with
other students. I found them that they were not obedient, helpful and caring. This
made me very upset as this was something very challenging for me. Finally, I held
informal discussion with Aftab khan, Naveed and Akhtar-Hussain individually and
talked to them to know their backgrounds. In addition to this, I tried to give them a
friendly environment in which they could feel comfortable and in which they could
express themselves in the best possible way. My focus was on personality
development. To accomplish this purpose, made many home visits on Sundays to
bring some change in their attitudes. I spent weeks working on their attitudes and
developing their social relations with other students. Annexure 03 shows the progress
in their attitudes.
Education is not preparation for life. Education is life and life is education. As
far as their level of achievement is concerned, it was not satisfactory. They were slow
learners. They were afraid of tests and failed to achieve even passing marks in tests.
13
Their performance in four subjects (English, Mathematics, Urdu and G. Science) was
very low and thus caught my attention. I had frequent discussions with them and tried
to know the cause of their low performance in these four subjects. I gave them extra
time and took them to computer-lab to catch up activities.
Besides this, with their parental consent, I took them to Directorate of
Archives and Libraries near Peshawar Museum to show them the house of wisdom
and information. They were very excited as they observed different people studying
different books, magazines and newspapers etcetera. We visited there on Sunday
May, 21 and observed all sections of this library. This visit developed their interest in
studies and enhanced their level of caliber. One Sunday I took them to Islamia
College (the mother of all universities) to tell them about its historic background. I
also told them about its historic background and the self-less leaders produced by this
College their happiness and excitement knew no boundaries. The purpose behind
visiting Islamia College was to develop their interest in studies and to boost their
confidence to face challenges and confront hardships boldly and to emerge victorious.
In a nutshell, I noticed some signs of improvement in their level of achievement and
performance day in and day out .The following annexure shows their performance in
these subjects respectively.
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CHAPTER-4
DATA ANALYSIS
I am Abdur-rahman son of Gul-Haider Khan from Palosi Talarzai Peshawar. I
offer my services in Government High School Ahmad Khel, Peshawar. From my
childhood, I had a strong inclination for becoming a teacher because teaching is my
passion. 2015 the year that was is the year of my appointment .I have been teaching in
this school for two years. I am grade VI Form Master.
This year (2017) a lot of students got admission in different grades in our
school. Some students of them got admission in grade 06. Every student was issued
books, caps, badges and other accessories in order to equip the youth with knowledge
and information. After admissions, the teachers were tasked to resume classes.
Teachers were assigned various tasks to perform for the academic year. Every teacher
is bound to attend periods assigned to him. Every teacher is supposed to teach
according to the syllabus. As for myself, I was tasked to be grade VI Form Master.
Since the inception of academic year, I decided to teach in the best possible way. As
time passed, there were 03 students who were not interested in their studies. They
were in the habit of wasting their time and making a lot of noise. Their names are
Amjid, khalid and Tahir (pseudonyms). They are almost of the same age (12 years
old). They hail from poor families living in one village. The three students along with
their accounts are given below.
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STUDENT-1: AMJID
The first student who was not serious in his studies was Amjid son of Habib
Khan. He lives in Ahmad Khel. The school he attends is not far away from his home.
He is Khalid’s cousin. He considered himself useless. He had no interest in
developing his personality. I found him as a student having no aim in life. I advised
him a lot but to no avail. His performance in tests was not good. He was in the habit
of postponing everything. I talked to him in order to know his back-ground. After
school, he had no time to repeat and memorize his lessons and write home-work
assigned to him. He had to join his father who worked as a property dealer. His father
was illiterate and did not know the importance of education.
I visited their home where I was received warmly. I met his father in person
and we had a candid discussion for some time. He was not in favor of his son’s
education after matriculation. His attitude towards education was different. On the
other hand, Amjid was expected to look after his father’s business. I told his father to
support his son to pursue higher studies. I told him that education is the birthright of
every child. Every child is able to learn and lead a successful life. Finally, I convinced
his father not to spoil his son’s life and to support him to further his studies. During
school hours, I had informal discussions with Amjid in order to know his likes and
dislikes and his strength and weaknesses. I was trying to improve his performance in
school in one way or the other.
With course of time, I made my second visit to his house I was received
warmly by his uncle. His uncle was also illiterate and was a mechanic by profession.
We talked to each other. During interaction, he told me that he quitted education in
Grade 03 due to fiscal problems (due to poverty).His uncle was very sad. He promised
that he would leave no stone unturned to support their children receive education. As
time passed, Amjid showed some signs of improvement in test results and in writing
home-work properly.
16
As I made my third visit to take permission in order to go to Directorate of
Archives and Libraries. His parents became very happy and gave us permission. His
father said to me. (We will stand by our son till he becomes a stalwart
personality”.
17
STUDENT 02: KHALID
The second student who was not interested in studies was Khalid son of Zafar
Khan. He too lives in Ahmad Khel. It is the name of a village with a walking distance
from Air-port. He appeared to be living an aimless life. He used to take everything for
granted. I advised him a lot but he turned deaf ear to my advice and it went un-
noticed. This child did not take anything seriously. Finally, I decided to place him
with good students to build his interest in studies. His performance was not
satisfactory as he was not in the habit of taking anything seriously. He was not
following instructions properly. I talked to him and tried to know his back-ground.
After school, he could not find time to revise the lesson and write home-work. The
reason behind this was their shop in which he had to help his grand-father.
As time passed, I made my first visit to their home in person and talked to his
grand-father. I also said to him not to compel Khalid to run his shop after school.
Otherwise, he could not continue his studies. His grand-father agreed and asked
Khalid to work and study wholeheartedly in order to build his life. During school
hours, I had informal discussions with him and tried to provide him a friendly
environment in which he could feel comfortable.
Upon this I made my second visit to their home. This time his father who is
illiterate and works in a factory received me warmly. He is a full time worker. I spent
some time there and had a candid discussion with him. He told me that he could not
give much time to his son because of the nature of his work. I convinced him not to
spoil the life of his son who is in urgent need of proper attention. His father promised
me to help Khalid to emerge as a great person in the future. He promised to check his
school work every day as this could make him work hard to build his personality.
18
I made my third visit to take permission to visit Directorate of Archives and
Libraries. His parents became very happy and gave us permission. During
conversation, Khalid’s father said to me “
”. I told him that his son is second to none. Khalid said “I
would not waste my life because life is real”.
19
STUDENT 03: TAHIR
The third student who was not interested in studies was Tahir son of Asad
Khan. He too lives in Ahmad khel. He was not eager to continue his studies. At the
beginning, I advised him a lot but to no avail. His life was deteriorating day by day.
His performance was not satisfactory either. He was postponing his homework. He
was suffering from inferiority complex. I tried to know his problems. After school, he
had no time to repeat and memorize his lessons. Actually, his father is dead. He works
in a drugstore to earn money for his family. He is the only son of his father. His uncle
who works in WAPDA takes care of him.
I visited their home to know his back-ground in order to act accordingly. I met
Tahir and had a long discussion with him. He told me that it was hard for him to study
after school. I told him to seize every day and opportunity in order to build his life. I
told him to take books to the drug-store where he could study in free time. During
school hours, I gave him some extra time to boost his interest in studies. All eyes were
on Tahir who was expected to study hard to support his family.
As time passed, I made my second visit to his house. This time, his uncle who
works in WAPDA received me warmly. I informed his uncle of Tahir’s performance
at school. His uncle was ready to support the young generation to receive education
through-out life. I told his uncle to keep an eye on him and check his note-books
every day. This visit proved very fruitful. Tahir improved by leaps and bounds. He
started writing home-work and memorizing the lessons. He also bought an English
News-paper in order to enrich his information regarding English.
20
After some time, I made my third visit to take permission for Directorate of
Archives and Libraries. His uncle and mother got very happy and give us permission
happily. His uncle told me “I will support him till he receives complete education”.
We went to Central Library where we spent a lot of time and observed each and every
corner of this library. Tahir told me “I am determined to work hard to join Army”.
His uncle and mother were ready to help him turn his dreams into realities.
21
COMPARISON
The three students Amjid, Khalid and Tahir got interested in their studies due
to the personal interest of the teacher. They changed their minds and became hard-
working students. All of them became obedient and followed instructions all the time
because I showed trust in them. The students attended the school (a place of
refinement not confinement) every day. All of them were determined to reach their
goals and destinations. The teacher helped them create a unique dream for themselves
with some extra efforts along with the regular duties of the teacher.
In a nutshell, a teacher who is sincere to his/her job can motivate individuals

and build their personalities.
22
CHAPTER-5
CONCLUSION & RECOMMENDATIONS
5.1 CONCLUSION
The results clearly indicate that a teacher who is a vital part of educational
system can play a role in personality development of an individual. Every teacher can
groom personality of an individual to great extent. On the other hand, students are
unable to shape their personalities without a teacher because they are not aware of
their powers and potentials. A teacher has the power of fostering powers and
potentials possessed by the students. The study also investigates the predicaments and
problems faced by a teacher as personality development is a long process. At the
beginning, I was discouraged not to conduct studies on this topic as visiting pupils’
home is not considered something good in our culture. People try to harbor negative
thinking about a teacher because he/she could be interested in his students and not in
developing their personalities. Even the parents were hesitant to tell me about their
domestic environment which may directly affect the students’ performance. On the
other hand, it is a time-consuming and a herculean task. Teaching different subjects,
assigning and checking home-work, and designing tests etcetera take a lot of effort
and patience. In other words, attitudinal change does not occur over-night. This
change takes place slowly and gradually as it is the result of a tedious effort. A
teacher should not lose hope as he is a beacon of hope for learners. In addition to this,
a teacher can truly deliver if his focus is on personality development of learners.
Furthermore, a teacher is to teach for out-come not in-come. The study also shows
that a teacher can motivate students to overcome problems faced by them. The result
also shows that personality development of an individual is not something
unattainable, it is attainable. A teacher is to be optimistic and not pessimistic as a
teacher is not chasing rain-bow. He is chasing personality development which can be
chased. A teacher can earn minds and hearts of students by giving full attention to
23
teaching-learning process because teachers belong to students and students belong to
teachers. In a nutshell, for personality development, a strong attachment between a
teacher and students is inevitable.
E N D
Effort Never Dies
5.2 RECOMMENDATIONS
The role of a teacher has always been the focal point in every society
interested in education. On the basis of the results, some recommendations are made
for the present and coming teachers. A teacher should know about his students (their
strengths and weaknesses, likes and dislikes). Every teacher is supposed to be kind to
the students as they can exceed their teacher. He should give full time to every student
as everyone in the class matters. A teacher should help students realize their potentials
to emerge as responsible citizens of the society. Moreover, a teacher should have a
strong command over the subject he teaches. This is to motivate the students to follow
the teacher thoroughly for better results. He is a source of professional and
educational enrichment for students in all times. In addition to this, a teacher is to
think beyond his personal interests and focus on the personality development of
learners. Personality does not end with the death of a person. Person dies and
personality remains forever. Therefore, a teacher should leave no stone unturned to
support students through thick and thin to progress by leaps and bounds. A teacher is
to be a man of insight to over-come the bad attitudes exhibited by students. A teacher
himself is to be punctual if he wants to discourage students to refrain from
absenteeism. Students who are in the habit of absenteeism cannot focus on their
studies. They should attend school regularly. Moreover, there should be friendly
24
environment in which students can enrich and enhance their information and
knowledge.
A teacher should avoid using harsh words and simplify every topic using
various methods in order to shape personality of individuals. Moreover, female
teachers are not allowed to visit pupils’ homes in our culture.
The first and foremost duty of every teacher should be the development of
personality of students as it covers the whole nature of an individual. There should be
no stoppage to it. Students should not be rebuked upon making mistakes in front of
others as this can damage their education and personalities. Damaging personality is
easier than building it; for that would mean decomposition of the soul if not total
annihilation or death (M.A Haq, 1990). Moreover, a teacher should devise different
strategies to touch all aspects of personality such as cognitive, effective and
psychomotor domains. Above all, making frequent visits to their homes has a far-
reaching impact on personal grooming of students. It is also recommended to arrange
educational visits supported by school. A teacher should encourage students to
participate in curricular and co-curricular activities. Sometimes a teacher is supposed
to take students to historical places as this can strengthen the attachment between
students and teachers.
25
REFERENCES
1. B. Campbell, John. Theories of Personality. Franklin & Marshall College
Pennsylvania: 2010.
2. Dr. Javed, Muhammad Iqbal. Study Guide on Education Psychology. Allama
Iqbal Open
3. University Islamabad: 2010
4. Dr. Abdul Haq, Mahar. Educational Philosophy of the Holy Quran. Institute
of Islamic Culture: 1990.
5. Rappoport, Leon. Personality Development. Kansas State University: 1972.
6. R. Shaffer, David. Social and Personality Development. University of
Georgia: 2005.
7. Woolfolk, Anita. Educational Psychology. The Ohio State University: 2002.
8. Hatton, Elizabeth. Understanding Teaching. Edith Cowan University
Bunbury: 1998.
26
APPENDIX
Annexure-1
Student Name: Amjid

Grade: 06
Week: 01
Date: 01/05/2017
Observation Check List
1) Classroom Observation
i) Attendance V. Poor Poor Average Good Excellent


ii) Class work completion V. Poor Poor Average Good Excellent


iii) Classroom participation V. Poor Poor Average Good Excellent


)Cleanliness V. Poor Poor Average Good Excellent


v) Home work completion V. Poor Poor Average Good Excellent


vi) Following discipline V. Poor Poor Average Good Excellent


vii) Follow teacher instructions V. Poor Poor Average Good Excellent


32
Annexure-2
Student Name: Amjid

Grade: 06
Week: 01
Date: 01/05/2017
3. Test Score
>40% 40% 50% 60% < 60%
i) English 
ii) Maths > 40% 40% 50% 60% < 60%


> 40% 40% 50% 60% < 60%

iii) Urdu

iv) G. Science > 40% 40% 50% 60% < 60%


33
Annexure-3
Student Name: Amjid

Grade: 06
Week: 01
Date: 01/05/2017
2. Change in Attitude
i) Friendly V. Poor Average Good Excellent

Poor

ii) Isolated V. Poor Poor Average Good Excellent


iii) Shy V. Poor Poor Average Good Excellent


V. Poor Poor Average Good Excellent

iv) Helpful and caring 
v) Obedient V. Poor Poor Average Good Excellent


vi) Harassed V. Poor Poor Average Good Excellent


vii) Adjusted V. Poor Poor Average Good Excellent


34
Annexure-1
Student Name: Amjid

Grade: 06
Week: 02
Date: 09/05/2017






iv) Cleanliness V. Poor Poor Average Good Excellent








35
Annexure-2
Student Name: Amjid

Grade: 06
Week: 02
Date: 09/05/2017
3. Test Score
>40% 40% 50% 60% < 60%
i) English 
ii) Maths > 40% 40% 50% 60% < 60%


> 40% 40% 50% 60% < 60%

iii) Urdu

iv) G. Science > 40% 40% 50% 60% < 60%


36
Annexure-3
Student Name: Amjid

Grade: 06
Week: 02
Date: 09/05/2017
i) Friendly V. Poor Poor Average Good Excellent



ii) Isolated


iii) Shy



v) Obedient


vi) Harassed 


37
Annexure-1
Student Name: Amjid

Grade: 06
Week: 03
Date: 15/05/2017














38
Annexure-2
Student Name: Amjid

Grade: 06
Week: 03
Date: 15/05/2017
3. Test Score
>40% 40% 50% 60% < 60%
i) English 
ii) Maths > 40% 40% 50% 60% < 60%


> 40% 40% 50% 60% < 60%

iii) Urdu

iv) G. Science > 40% 40% 50% 60% < 60%


39
Annexure-3
Student Name: Amjid

Grade: 06
Week: 03
Date: 15/05/2017
i) Friendly V. Poor Poor Average Good Excellent


ii) Isolated V. Poor Poor Average Good Excellent


iii) Shy V. Poor Poor Average Good Excellent




v) Obedient 

vi) Harassed 
vii) Adjusted

40
Annexure-1
Student Name: Amjid

Grade: 06
Week: 04
Date: 22/05/2017














41
Annexure-2
Student Name: Amjid

Grade: 06
Week: 04
Date: 22/05/2017
3. Test Score
>40% 40% 50% 60% < 60%
i) English 
ii) Maths > 40% 40% 50% 60% < 60%


> 40% 40% 50% 60% < 60%

iii) Urdu

iv) G. Science > 40% 40% 50% 60% < 60%


42
Annexure-3
Student Name: Amjid

Grade: 06
Week: 04
Date: 22/05/2017
i) Friendly

ii) Isolated

iii) Shy

iv) Helpful and caring

v) Obedient

vi) Harassed

vii) Adjusted

43
Annexure-1
Student Name: Khalid

Grade: 06
Week: 01
Date: 01/05/2017














47
Annexure-2

Grade: 06
Week: 01
Date: 01/05/2017
3. Test Score
>40% 40% 50% 60% < 60%
i) English 
ii) Maths > 40% 40% 50% 60% < 60%


> 40% 40% 50% 60% < 60%

iii) Urdu

iv) G. Science > 40% 40% 50% 60% < 60%


48
Annexure-3

Grade: 06
Week: 01
Date: 01/05/2017
i) Friendly

ii) Isolated

iii) Shy


v) Obedient

vi) Harassed

vii) Adjusted

49
Annexure-1

Grade: 06
Week: 02
Date: 09/05/2017














50
Annexure-2

Grade: 06
Week: 02
Date: 09/05/2017
3. Test Score
>40% 40% 50% 60% < 60%
i) English 
ii) Maths > 40% 40% 50% 60% < 60%


> 40% 40% 50% 60% < 60%

iii) Urdu

iv) G. Science > 40% 40% 50% 60% < 60%


51
Annexure-3

Grade: 06
Week: 02
Date: 09/05/2017
i) Friendly
ii) Isolated
iii) Shy

v) Obedient
vi) Harassed
vii) Adjusted
52
Annexure-1

Grade: 06
Week: 03
Date: 15/05/2017












53
Annexure-2

Grade: 06
Week: 03
Date: 15/05/2017
3. Test Score
>40% 40% 50% 60% < 60%
i) English 
ii) Maths > 40% 40% 50% 60% < 60%


> 40% 40% 50% 60% < 60%

iii) Urdu

iv) G. Science > 40% 40% 50% 60% < 60%


54
Annexure-3

Grade: 06
Week: 03
Date: 15/05/2017
i) Friendly
ii) Isolated
iii) Shy

v) Obedient
vi) Harassed
vii) Adjusted
55
Annexure-1

Grade: 06
Week: 04
Date: 22/05/2017














56
Annexure-2

Grade: 06
Week: 04
Date: 22/05/2017
3. Test Score
>40% 40% 50% 60% < 60%
i) English 
ii) Maths > 40% 40% 50% 60% < 60%


> 40% 40% 50% 60% < 60%

iii) Urdu

iv) G. Science > 40% 40% 50% 60% < 60%


57
Annexure-3

Grade: 06
Week: 04
Date: 22/05/2017
i) Friendly
ii) Isolated
iii) Shy

v) Obedient
vi) Harassed
vii) Adjusted
58
Annexure-1
Student Name: Tahir

Grade: 06
Week: 01
Date: 01/05/2017














64
Annexure-2
Student Name: Tahir

Grade: 06
Week: 01
Date: 01/05/2017
3. Test Score
>40% 40% 50% 60% < 60%
i) English 
ii) Maths > 40% 40% 50% 60% < 60%


> 40% 40% 50% 60% < 60%

iii) Urdu

iv) G. Science > 40% 40% 50% 60% < 60%


65
Annexure-3
Student Name: Tahir

Grade: 06
Week: 01
Date: 01/05/2017
i) Friendly

ii) Isolated

iii) Shy


v) Obedient

vi) Harassed

vii) Adjusted

66
Annexure-1
Student Name: Tahir

Grade: 06
Week: 02
Date: 09/05/2017














67
Annexure-2
Student Name: Tahir

Grade: 06
Week: 02
Date: 09/05/2017
3. Test Score
>40% 40% 50% 60% < 60%
i) English 
ii) Maths > 40% 40% 50% 60% < 60%


> 40% 40% 50% 60% < 60%

iii) Urdu

iv) G. Science > 40% 40% 50% 60% < 60%


68
Annexure-3
Student Name: Tahir

Grade: 06
Week: 02
Date: 09/05/2017
i) Friendly

ii) Isolated

iii) Shy



v) Obedient

vi) Harassed

vii) Adjusted

69
Annexure-1
Student Name: Tahir

Grade: 06
Week: 03
Date: 15/05/2017














70
Annexure-2
Student Name: Tahir

Grade: 06
Week: 03
Date: 15/05/2017
3. Test Score
>40% 40% 50% 60% < 60%
i) English 
ii) Maths > 40% 40% 50% 60% < 60%


> 40% 40% 50% 60% < 60%

iii) Urdu

iv) G. Science > 40% 40% 50% 60% < 60%


71
Annexure-3
Student Name: Tahir

Grade: 06
Week: 03
Date: 15/05/2017
i) Friendly

ii) Isolated

iii) Shy


v) Obedient

vi) Harassed

vii) Adjusted

72
Annexure-1
Student Name: Tahir

Grade: 06
Week: 04
Date: 22/05/2017














73
Annexure-2
Student Name: Tahir

Grade: 06
Week: 04
Date: 22/05/2017
i) Friendly


ii) Isolated 

iii) Shy 



v) Obedient
vi) Harassed V. Poor Poor Average Good Excellent




74
Annexure-3
Student Name: Tahir

Grade: 06
Week: 04
Date: 22/05/2017
i) Friendly
ii) Isolated
iii) Shy

v) Obedient
vi) Harassed
vii) Adjusted
75

The Role of A Teacher in Personality Development (Abdur Rehman)

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The Role of a Teacher in

Dr. Muhammad Asif Khan

Qurtuba University of Science and Information

Title of thesis: “The Role of a Teacher in Personality Development” Prepared and

submitted by Mr. Abdur-Rahman Khalil, ID: 10753. Dissertation accepted by the

Department of Education, Qurtuba University of Science and Information

Technology, Peshawar in partial fulfillment of the requirements for the degree of

Master in Education session (2016-17).

Qurtuba University of Science

And information Technology,

External Supervisor ___________________________

The dissertation “The Role of A Teacher in Personality Development.” Submitted

by Mr. Abdur-Rahman Khalil, Master in Education, ID: 10753 to the Department of

Education, Qurtuba University of Science and Information Technology Peshawar, in

Dr. Muhammad Asif Khan

I, Mr. Abdur-Rahman S/O GUL-Haider Khan, ID.NO: 10753, as student of M.Ed

at the Department of Education, Qurtuba University of Science and Information

“The Role of a Teacher in Personality Development.” Submitted by me in partial

fulfillment of the requirements for the Degree of Master in Education is my original

Mr. ABdur-Rahman Khalil

conducting this research dissertation.

No one ever accomplishes much of anything alone. I would like to thank a

valuable advice would have remained incomplete.

I would also like to thank a number of my colleagues at Qurtuba University

who acted as sounding boards for various ideas in this study

APPROVAL SHEET .................................................................................................. II

Education is a continuous process. It is not a means to an end; It is an end in

itself. The basic aim of education is developing personality of an individual and

researcher investigated the role of a teacher in personality development.

principles and methods of teaching. As we know, teaching is an art, a creative

possessed by children. To become such a teacher, we need to know about our

in every society interested in education. Now-a-days personality development is a

educational psychology is personality development. In personality development,

development of students is the focal point. It is the foremost responsibility of a

responsible citizens with over-powering personalities.

The aim of this research is to provide an understanding about the role of a

teacher in personality development. It is, therefore, necessary for a teacher to develop

an understanding of different aspects of personality development. Above all,

individual by working on different aspects of personality development.

It is also recommended that further and more detailed studies may be

conducted regarding cognitive and effective development of an individual.

Education is a continuous process. It is power. It is not a means to an end. It is

an end in itself. In fact, one of the aims of education is to develop personality of an

Personality development being at the apex of all psychological studies is the

education. However, in defining personality there are some misconceptions. In

common language, the term is used to indicate physical appearance. We tend to

ugly person as devoid of personality. This cannot be the complete meaning of

personality. Appearance is only a part of personality (M.A Haq, 1990).

In simple terms, personality consists of the following approaches.

1. The way we look

2. The way we dress.

3. The way we talk

4. The way we act.

5. The skill with which we do things.

6. The way we maintain our health.

four distinct meanings of persona. These include:

1. As one appears to others.

2. The part that one plays in life.

3. As assemblage of personal qualities that fits a man for his work.

4. Distinction and dignity.

ultimately became personality.

Some general characteristics of personality are as under

2. It is a product of heredity and environment.