Abstract

This chapterTeacherteacher personalityexplores[aut]Designpedagogical design in-depth studies of teacher personalityTeacherteacher personality and its effect on pedagogical designDesignpedagogical design in the framework of course design[aut]Designcourse design and course delivery. The research is based on quantitative and qualitative methods, including surveys, interviews, comparative analysis, and computational method[aut]Method. Three categories of stakeholders were embraced, students, teachers, and program administrators, with a total of 382 respondents. The research was mapped out in four phases: two synchronous and two asynchronous. The research questions were: What teacher qualities[aut]Teacherteacher qualities account for successful pedagogical designDesignpedagogical design? and What correlation exists between each of the revealed teacher qualities and pedagogical design? The findings included a set of eleven key teacher qualitiesTeacherteacher qualities nominated by stakeholders: responsibility, sociability, industriousness, goal-orientation, creativity, punctuality, attentiveness, pro-activeness, fairness, empathy, and exactingness. The authors demonstrate and illustrate that these qualities are reflected in both course designDesigncourse design and course delivery, and could thus be a subject of formation during both a teacher’s pre-service and in-service periods. Further research perspectives are highlighted, such as approaches to the evaluation of teacher performance, including 360-degree feedback; designing a course that is closely connected to a teacher’s qualities; and shaping a teacher’s personality as a factor of pedagogical design[aut]Designpedagogical design.