Speakers
Description
In the context of language education, teacher personalities play a crucial role in shaping the learning environment, influencing student interaction, instructional methods, and the overall learning experiences. This qualitative study, employing semi-structured interviews as primary data collections tools, represents an attempt to explore students’ attitudes towards their teachers with distinct DISC personality profiles: Dominance (D), Influence (I), Steadiness (S), and Conscientiousness (C). Reflexive thematic analysis of the interview data revealed a range of student responses, including both positive and negative attitudes. The participants’ openness in expressing their views offered rich insights into these contradictory perceptions, some of which were unexpectedly revealing. These informative findings underscore the importance of understanding students’ attitudes in relation to long-term language learning and highlight how teachers’ DISC personalities can significantly affect students’ emotions, engagement, and motivation. This study contributes to a more holistic understanding of student-teacher dynamics in language education by offering in-dept insights into the influence of DISC personality traits among teachers.
Keywords: DISC, Dominance (D), Influence (I), Steadiness (S), and Conscientiousness (C), teachers’ personality, students’ attitudes, student interaction.
Biography
Le Thi Van is a lecturer at Saigon University, specializing in English language education. Her research interests span educational technology, professional development, learner autonomy, employability and the development of transferable skills for the modern era. She is particularly interested in how both teachers and students respond to the evolving demands of education in a time of rapid social and technological change. She has published in Scopus-indexed journals and regularly contributes to collaborative research projects that promote innovation, inclusivity, and sustainability in language education. Her teaching and research are deeply rooted in ethical principles, with a strong commitment to transparency, participant protection, and responsible academic inquiry. In addition to her scholarly work, she is also actively involved in mentoring undergraduate research and designing practice-oriented, learner-centered curricula. In this study, she served as a co-author, taking primary responsibility for the research design, data analysis plan, and overall editorial development of the article.
