Lecturer Traits

2.3 Lecturer Traits

2.3.1 Overview and Definition of Lecturer Traits

Good lecturers, are able to wheedle and motivate though there are lecturers who are strict, and emotional. There are studies that found that most lecturers teach according to how they have first learnt (Stitt-Gohdes, 2001) and how they were taught (Bailey, Bergthold, Braunstein, Fleischman, Holbrook, Tuman, Waissbluth, & Zambo, 1996).

Different researchers use different definitions to define teaching style. According to Peacock (2001), the teaching style is the way a person teaches by nature, habitual, inclination or even a custom that is used to convey information and skills in the classroom. In addition, according to Wright (1987), one teaching style involves a complex mix

Expressive style refers to the emotional relationship created by the lecturer to the student or the class as a whole, including warmth, authority, sympathy, trust and some emotional aspects shown by the lecturer. The interpersonal relationships between lecturers and students is involved in this teaching style and related with attitudes toward learning. Expressive teaching style works to control the students, managing classroom activities as well as negative or positive feelings toward teaching. Other than that, this teaching style is also associated with a sense of confidence in students and understands the purpose of education in general. Commonly, lecturers who practice this style will serve as a helpful mentor and could tolerate students. lecturers also believe in the existence of the best ways for students to learn about learning. On the other hand, instrumental style refers to the way lecturers carry out the task to assist students, planning the lesson, setting up the classroom standard and ensure that students achieve the standards set.

Cornsten and Miller (1980) highlight the model based on the idea that only a part of the expressive and instrumental teaching styles. According to this model, teaching styles are categorized into four styles. Normally consists of task solving style, mastery

Teaching style is also influenced by the purpose and design of courses, norms of learning institutions and academic discipline. For example, the expert style or formal authority tend to be used by lecturers who teach large classes. In addition, gender, seniority and time also played a role in influencing their teaching (Chapman, Hughes, & Williamson, 2001). Zhorik (1990) also found that lecturers' teaching style was influenced by the ideology and beliefs of students and