Perception of teachers’ personality and discipline styles on library and information studies students’ performance in cataloguing and classification

  • Kathleen Chinyere Phillips
  • Olalekan Abiola Awujoola
Keywords: Cataloguing, classification, teacher/lecturer, personality, discipline, styles, LIS students

Abstract

The wealth of any nation depends on the quality of its human resources. Teachers are the implementers of every educational policy at classroom level; they are those who transform educational decisions into reality. Teachers are the nucleus of the teaching and learning process. Teachers should therefore possess a good personality and employ a discipline style that soothe the students he is teaching because the performance and interest of student towards a course can improve or decline if the personality and discipline styles of the course teacher is inappropriate. The study therefore investigate perception of teachers’ personality and discipline styles of performance in cataloguing and classification among Library, Archival and Information Studies students in University of Ibadan. Descriptive survey design was adopted for this study and the study population consisted of 300 and 400 level undergraduate students in the Department of Library, Archival and Information Studies, University of Ibadan. The total population was 93 undergraduate students. Total enumeration sampling technique was used for this study. Data was collected through questionnaire and was analysed with simple percentage counts. The personality and discipline styles of Cat and Class lecturers have influence on students’ performance as it was confirmed that students perceived that poor lecturer discipline style affected students’ performance. Teachers/lecturers are encouraged to possess good personality and use acceptable discipline styles as these will go a long way in stirring the interest of students to his/her course.

Keywords: Cataloguing, classification, teacher/lecturer, personality, discipline, styles, LIS students

Published
2020-02-04
Section
Articles

Journal Identifiers


eISSN: 1597-4316