Assessment of the Attributes of Educators Who Utilizeservice-learning

This study provides evidence for the differences inpersonality between educators who do and do notutilize the pedagogy of service-learning. Two majorscales, the Ohio State Teacher Efficacy Scaleconstructed by Tschannen-Moran and Hoy and theSelf-Report Altruism Scale constructed by Rushton, Chrisjohn and Fekken were administered to a total of128 higher education professors, 58 of whom integratecommunity service into the curriculum. A major finding was that service-learning educatorsscored significantly higher than non-service-learningeducators on the OSTES. Analysis of the individualquestions conveys that service-learning educatorsbelieve they play a greater role in the design, implementation and assessment of the learningexperiences of students. Also, this study found that service-learningeducators do not score significantly higher thannon-service-learning educators on the SRAS. However, analyses of individual questions on this scale conveyservice-learning educators, on average, engage inmore acts of charity, as well as direct services thannon-service-learning educators. The results reveal aservice orientation possessed by service-learningeducators; professionally and personally, service-learning educators are civically engaged.