Introduction
Children and youths are like young bamboo shoots, malleable and easily shaped. Thus human capital development should begin at home and in schools, colleges and universities. Parents, teachers and lecturers as architects of nation building should join forces to mold their students mentally, spiritually, emotionally, morally and physically so that the generations to come can contribute constructively and meaningfully to mankind, nation and the world at large. The primary goal of education is to create a better human being. It is imperative for educators to define what an ideal human being is before they develop the means to achieve the end – a better human being.
A school is akin to a factory. A factory is a means to produce products in the form of goods and services to meet societal needs. Likewise, a school is an avenue to produce quality human beings. Educators have to come up with measures of what constitute a good school before they can develop its systems. A world class quality education rests with the Ministry of Education to build good schools and hire quality people and put them in place in the education institution.
The success of a student rests with the development of a strong, positive and dynamic personality. Human personality is a function of our genes and experiences in the environment. The development of a child’s personality begins with the parents. Prior to schooling, every child will have a unique pattern of behavior. The behavioral pattern is recognizable in the taxonomy – the classification of traits into personality types of numerous personality psychometric assessment tools. Educators have to be trained to recognize these patterns of behavior to develop a complete child.
Knowing themselves and their students is vital for educators to provide quality educational leadership for their students.
KYKO profilers are designed specifically for educators to diagnose the strengths and weaknesses of the existing building blocks of education in their endeavor to help students to develop the positive mental attitudes, skills and knowledge and their abilities to address the social, economic, cultural and environmental problems for the benefit of themselves and others, now and in the future.
Identifying the patterns of behavior of the students in the following areas.
Psychological health
Self – actualizing dimension
The need, desire or want for achievement, growth, fulfillment and to find meanings in life.
Self – actualization is the need, want or desire for achievement, growth, and fulfillment and to live a constructive and life. Students lie on the continuum from low to high of the self-actualization dimension. High self-actualizing student are relatively healthy in their mental and psychological dispositions. They love schooling, chase after grades, make sound ethical and value judgments, have the ability to discern right from wrong with the compulsion or conviction to choose right, have a right attitude towards life and engage in functional school activities to grow their potentials.
Students who are relatively psychologically unhealthy hate schooling and tend to exhibit deviant behavior. They lack interests and motivation in their studies, lack sound judgment and ability to discern right from wrong, have a wrong attitude towards life and often engage in dysfunctional activities.
Below are examples of traits of a student:
- Normal type – High achiever: Keen learner, reasonable, cheerful, hardworking, responsible, reliable, enthusiastic, etc.
- Neurotic type – Low achiever: Reluctant learner, irrational, lazy, frustrated, unhappy.
Developing self-actualization can significantly contribute to the mental, spiritual and moral components of the objectives of education
Sociability
Sociocentric dimension
The need, desire or want for affection, care, affiliation, social interactions and acceptance.
Students lie on the continuum from low to high of the sociocentric dimension. High sociocentric students are gregarious, talkative, outgoing, like partying and making new friends and have a deep well for feelings. They enjoy companionship, seek social interactions, and prefer to work in groups. Low sociocentric students are aloof, impersonal, reserved, guarded, inhibited and prefer to do things on their own.
Below are examples of traits of a student:
- Sociable type – The befriender: Emotional, friendly, sense of belongingness, enjoys social interactions, wants love and affection, sentimental, etc.
- Asocial type – The loner: Detached, insensitive, guarded, impersonal, and engage in solitary activities.
Combined with the self-actualizing dimension, the emotional component of the objective of education can be greatly enhanced.
Self confidence
Egocentric dimension
The need, desire or want for power, image, control and to take charge. Students lie in the continuum from low to high of the egocentric dimension.
The assertive type of students have high self-esteem and confidence. They are ambitious, competitive, and decisive and want to take charge. The submissive type is permissive, modest, and soft-natured and prefers to be a follower.
Below are examples of traits of a student:
- Assertive type – Inherent leader: High egocentric. Confident, decisive, persistent, wants to lead, wants good image, wants control, status-conscious, seeks power.
- Submissive type – Subservient type: Low egocentric. Humble, soft, lenient, low-key, accommodative.
Safety, self – discipline, loyalty
Security dimension
The need, desire or want for safety, order, system and protection.
Students lie on the continuum from low to high of the security dimension. The pragmatic types are meticulous, systematic, and obedient, disciplined and follow rules and regulations. The adventurous types enjoy experimenting with ideas and concepts, feel uncomfortable being regulated and want to be independent and have more leeway to do their own things.
Below are examples of traits of a student:
- Pragmatic type – Play safe type: High security. Safety conscious, organized, precise, want certainties, detail-oriented, formal.
- Adventurous type – Explorer: Low security: Disorganized, messy, unplanned, enjoys freedom, unconventional, spontaneous, impulsive, wants autonomy.
Complex and adaptable
Manipulative dimension
The need, desire or want for information, to be adapting, to change and influence for survival, growth and to satisfy dominant needs.
Students lie on the continuum from low to high of the manipulative dimension. The dynamic types are alert and aware of the environment, insightful, strategic and are able to adapt, persuade and influence others. The static types are blur, straightforward, naïve, gullible and can be easily influenced by others.
Below are examples of traits of a student:
- Dynamic type – Street smart brat: High manipulative. Flexible, persuasive, perceptive, analytical, inquisitive, opportunistic.
- Static type – Simple Simon: Low manipulative. Inflexible, blunt, self-revealing, easily influenced, over-trusting, docile.