Teacher Personality Development: An Integrative Psychological Perspective on Psychoanalysis, Behaviorism, and Humanistic Theory
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Authors:Muhamad Rizza1, Muhammad Ath-thor Faiz2, Siti Nabila3, Aulia Nur Fauziah4*
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Abstract
Although teacher personality has received considerable attention in educational and psychological research, integrated explanations of its development remain limited. This study examines teacher personality development through psychoanalytic, behaviorist, and humanistic perspectives to clarify their contributions to teacher character formation. A qualitative integrative literature review was conducted through the systematic identification, selection, and analysis of relevant scientific articles and theoretical books on personality psychology, teacher development, educational psychology, and teachers’ professional characteristics. The literature was analyzed thematically by identifying, categorizing, comparing, and synthesizing key concepts concerning the psychological mechanisms underlying teacher personality development. The synthesis identified three interconnected mechanisms: internal psychological processes, behavioral learning, and personal growth. The psychoanalytic perspective emphasizes self-awareness and emotional regulation; the behaviorist perspective explains behavioral formation through learning and environmental reinforcement; and the humanistic perspective highlights empathy, self-development, and personal growth. Together, these perspectives provide an integrated conceptual framework that characterizes teacher personality development as a dynamic process involving psychological awareness, behavioral adaptation, and continuous growth. The study concludes that teacher personality should be understood as a developmental process shaped by internal and external factors rather than solely as a set of fixed traits. This framework contributes to educational psychology and teacher personality scholarship and offers practical insights for teacher education programs seeking to develop teachers’ psychological, interpersonal, and professional capacities. Future research could empirically examine the framework across educational contexts.
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