Are Good Teachers Perceived as High Self-Monitors?

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Abstract
Three studies provided evidence for the relationship between self-monitoring and teaching. In Study 1, students rated either their "best "or "worst "teacher on a scale measuring self-monitoring (Lennox & Wolfe, 1984). As hypothesized, good teachers were perceived as significantly higher in self-monitoring than poor teachers. In Study 2, subjects imagined tutoring an "anxious "and an "overconfident" student. High self-monitors rated themselves significantly more able than low self-monitors to change their teaching style to fit the needs of the students described. Study 3, which replicated the first study, used Snyder's (1974) Self-Monitoring Scale, but found no significant differences in overall self-monitoring score for "best" and "worst" teachers. Analyses of the three subscales, however, revealed significant differences in opposite directions. "Best " teachers were rated significantly higher in Extraversion and lower in Other-Directedness than "worst" teachers. Results were discussed in light of the controversy over the nature of the self-monitoring construct and how best to measure it.

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