Assessment of the personal and professional attributes of educators who utilize service-learning
This study provides evidence for the differences in personality between educators who do and do not utilize the pedagogy of service-learning. Two major scales, the Ohio State Teacher Efficacy Scale constructed by Tschannen-Moran and Hoy and the Self-Report Altruism Scale constructed by Rushton, Chrisjohn and Fekken were administered to a total of 128 higher education professors, 58 of whom integrate community service into the curriculum.;A major finding was that service-learning educators scored significantly higher than non-service-learning educators on the OSTES. Analysis of the individual questions conveys that service-learning educators believe they play a greater role in the design, implementation and assessment of the learning experiences of students.;Also, this study found that service-learning educators do not score significantly higher than non-service-learning educators on the SRAS. However, analyses of individual questions on this scale convey service-learning educators, on average, engage in more acts of charity, as well as direct services than non-service-learning educators. The results reveal a service orientation possessed by service-learning educators; professionally and personally, service-learning educators are civically engaged.;In addition, hypotheses relating to professional experiences (i.e., educational history, work experience, honors and awards, institutional service, community service, involvement with publications, presentations and grants and philosophy of education) were tested resulting in non-significant differences. However, a variety of information can be extracted from these hypotheses. In regards to work experience, although a statistical difference was not found, service-learning educators have, on average, possessed more years of experience in industry than in higher education indicating, perhaps, connecting the classroom with the community is more intuitive for professors who have had experiences outside of academe or application of the theoretical may be a higher educational objective for educators who were once a part of industry. In regards to philosophy of education, this research conveys that higher education professors support the essentialist perspective the most. Only twelve respondents chose the social reconstructionist philosophy of education, which alludes to the question, if higher education professors view their role as disseminators of information then who is responsible for teaching students to be change agents?