GENDER-BASED ASSESSMENT OF TEACHER PERSONALITY ATTRIBUTES AND THEIR INFLUENCE ON DENTAL STUDENTS' EXPERIENCES IN PUBLIC AND PRIVATE SECTOR DENTAL COLLEGES OF KHYBER PAKHTUNKHWA, PAKISTAN.

Abstract

Objective: The objective of this study is to discover out how male and female students at public and private dental colleges in Khyber Pakhtunkhwa, Pakistan, assess the impact of faculty members' personality qualities on their educational experiences.

Material and methods: A cross-sectional study was conducted from May to November 2023, surveying undergraduate dental students of Khyber Pakhtunkhwa province about their perceptions of faculty personalities and teaching methods. A customised questionnaire was specially designed to gather data; 124 respondents completed self-administered questionnaires in accordance with ethical requirements. Statistical tests were not conducted in this phase, as the study primarily reports findings in terms of percentages.

Results: The study shows that teacher personality has significant effects on students' learning and engagement. Both male and female students agree about the positive impact of teachers, indicating specific traits that enhance their learning curves. Gender disparities show up, with male students preferring friendliness and female students appreciating empathy more. While males tend to choose interactive and discussion-based teaching approaches slightly more than females do, both genders prefer hands-on, practical training. Interactions between teachers and students are facilitated by positive faculty attributes including approachability, empathy, and openness to student participation. The well-being and self-esteem of students are also influenced by the personalities of the faculty.

Conclusion: In conclusion, educational institutions may improve the learning experiences of both male and female students by identifying and meeting the diverse requirements and preferences of students about the personality qualities of their staff. The study offers insightful information for developing curricula, training faculty, and developing educational policies. Further research should examine the findings' cross-cultural relevance, integrate longitudinal studies, and encourage faculty development to accommodate students' unique needs while concurrently bolstering their mental and overall wellbeing.