Program Selection among Pre-Service Teachers: MBTI Profiles within a College of Education
ABSTRACT
This study examined the relationship College of Education programs selected by pre-service teachers and their personality traits. Using the Myers-Briggs Type Indicator (MBTI) 368, pre-service teachers in 5 different programs were assessed. Twenty-eight percent of Elementary program students favored the Sensing, Feeling, Judging typology with a mental function SF. While ECE pre-service students were inclined to- ward Sensing, Feeling and Judging (SFJ) typology they also favored Extraversion, Intuition, Feeling, Judging (ENFJ). Alternatively, Special Education pre-service students preferred Introversion, Intuition, Thinking, and Judging (INTJ). Graduate students in the Education Leadership program had a strong preference for Extraversion, Sensing, Thinking and Judging (ESTJ), while students in the Masters of Arts in Teaching program had no significant type. These findings suggest that at least four groups of teacher education students self-select to a particular program depending upon their type. Implications for the results for teacher-training are discussed.
This study examined the relationship College of Education programs selected by pre-service teachers and their personality traits. Using the Myers-Briggs Type Indicator (MBTI) 368, pre-service teachers in 5 different programs were assessed. Twenty-eight percent of Elementary program students favored the Sensing, Feeling, Judging typology with a mental function SF. While ECE pre-service students were inclined to- ward Sensing, Feeling and Judging (SFJ) typology they also favored Extraversion, Intuition, Feeling, Judging (ENFJ). Alternatively, Special Education pre-service students preferred Introversion, Intuition, Thinking, and Judging (INTJ). Graduate students in the Education Leadership program had a strong preference for Extraversion, Sensing, Thinking and Judging (ESTJ), while students in the Masters of Arts in Teaching program had no significant type. These findings suggest that at least four groups of teacher education students self-select to a particular program depending upon their type. Implications for the results for teacher-training are discussed.
Cite this paper
Rushton, S. , Mariano, J. & Wallace, T. (2012). Program Selection among Pre-Service Teachers: MBTI Profiles within a College of Education. Creative Education, 3, 16-23. doi: 10.4236/ce.2012.31003.
Rushton, S. , Mariano, J. & Wallace, T. (2012). Program Selection among Pre-Service Teachers: MBTI Profiles within a College of Education. Creative Education, 3, 16-23. doi: 10.4236/ce.2012.31003.
References
[1] Bayne, R. (2005). Ideas and evidence: Critical reflections on MBTI theory and practice. Gainesville, FL: Center for Applications of Psychological Type. [2] Berliner, D. C., & Biddle, B. J. (1995). The manufactured crisis: Myth, fraud, and the attack on America’s public school. Reading, MA: Addison-Wesley. [3] Bransford, J., & Darling-Hammond, L. (Eds.). (2006). Preparing teachers for a changing world: What teachers should learn and be able to do. San Francisco, CA: Jossey-Bass. [4] Capraro, R. M., & Capraro, M. M. (2002). Myers-Briggs type indicator score reliability across studies: A meta-analytic reliability generalization study. Educational and Psychological Measurement, 62, 590- 602. doi:10.1177/0013164402062004004 [5] Copple, C., & Bredekamp S. (Eds.). (2010). Developmentally appropriate practice in early childhood programs serving children from birth through age 8 (3rd ed.). Washington, DC: NAEYC. [6] Costa, P. T., Jr., & McCrae, R. R. (1992). NEO PI-R professional manual. 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Effective teaching effective learning: Making the personality connection in your classroom. Palo Alto, CA: Davis-Black. [13] Francis, J. & Wulff, K., & Robbins, M. (2008). The relationship between work-related psychological health and psychological type among clergy serving in the Presbyterian Church (USA). Journal of Empirical Theology, 21, 166-182. doi:10.1163/157092508X349854 [14] Grindler, M.C., & Stratton, B. D. (1990). Type indicator and its relationship to teaching and learning styles. Action in Teacher Education, 11, 31-34. [15] Hanushek, E., Kain, J., & Rivikin, S. (2004). Why public schools lose teachers. Journal of Human Resources, 2, 326-352. doi:10.2307/3559017 [16] Jung, C. G. (1971). Psychological types: The collected works, volume 6. London, UK: Routledge and Kegan Paul. [17] Keirsey, D., & Bates, M. (1978). Please understand me. Del Mar, CA: Prometheus Nemesis. [18] Kent, D., & Fisher, D. (1997). Associations between teacher personality and classroom environment. 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Knoxville, YN: University of Tennessee Value-Added Research and Assessment Center. [40] Sears, S., Kennedy, J., Kaye, J., & Gail, L. (1997). Myers-Briggs personality profiles of prospective educators. The Journal of Educational Research, 90, 195-202. [41] Sprague, M. (1997). Personality Type matching and student teaching evaluation. Contemporary Education, 69, 54-57. [42] Thompson, B., & Borrello, G. M. (1986). Construct validity of the Myers-Briggs type indicator. Educational and Psychological Measurement, 46, 745-752. doi:10.1177/0013164486463032
[1] Bayne, R. (2005). Ideas and evidence: Critical reflections on MBTI theory and practice. Gainesville, FL: Center for Applications of Psychological Type. [2] Berliner, D. C., & Biddle, B. J. (1995). The manufactured crisis: Myth, fraud, and the attack on America’s public school. Reading, MA: Addison-Wesley. [3] Bransford, J., & Darling-Hammond, L. (Eds.). (2006). Preparing teachers for a changing world: What teachers should learn and be able to do. San Francisco, CA: Jossey-Bass. [4] Capraro, R. M., & Capraro, M. M. (2002). Myers-Briggs type indicator score reliability across studies: A meta-analytic reliability generalization study. Educational and Psychological Measurement, 62, 590- 602. doi:10.1177/0013164402062004004 [5] Copple, C., & Bredekamp S. (Eds.). (2010). Developmentally appropriate practice in early childhood programs serving children from birth through age 8 (3rd ed.). Washington, DC: NAEYC. [6] Costa, P. T., Jr., & McCrae, R. R. (1992). NEO PI-R professional manual. Odessa, FL: Psychological Assessment Resources. [7] Darling-Hammond, L. (1999). Teacher quality and student achievement: A review of state policy evidence. Washington, D.C: Center for the Study of Teaching and Policy. [8] Daub, C., Friedman, S. M., Cresci, K., & Keyser, R. (2000). Frequencies of MBTI types among nursing assistants providing care to nursing home eligible individuals. Journal of Psychological Type, 54, 12- 16. [9] Decker, L., & Rimm-Kaufman, S. (2003) Personality characteristics and teacher beliefs among pre-service teachers. Teacher Education Quarterly, 35, 45-63. [10] Devito, A. J. (1985). Review of the Myers-Briggs type indicator. In: J. V. Mitchell (Ed.), The Ninth Mental Measurement Yearbook (Vol. 2, p. 1000). Lincoln, NE: University of Nebraska. [11] Descouzis, D. (1989). Psychological types of tax preparers. Journal of Psychological Type, 17, 36-38. [12] Fairhurst, A. M., & Fairhurst, L. L. (1995). Effective teaching effective learning: Making the personality connection in your classroom. Palo Alto, CA: Davis-Black. [13] Francis, J. & Wulff, K., & Robbins, M. (2008). The relationship between work-related psychological health and psychological type among clergy serving in the Presbyterian Church (USA). Journal of Empirical Theology, 21, 166-182. doi:10.1163/157092508X349854 [14] Grindler, M.C., & Stratton, B. D. (1990). Type indicator and its relationship to teaching and learning styles. Action in Teacher Education, 11, 31-34. [15] Hanushek, E., Kain, J., & Rivikin, S. (2004). Why public schools lose teachers. Journal of Human Resources, 2, 326-352. doi:10.2307/3559017 [16] Jung, C. G. (1971). Psychological types: The collected works, volume 6. London, UK: Routledge and Kegan Paul. [17] Keirsey, D., & Bates, M. (1978). Please understand me. Del Mar, CA: Prometheus Nemesis. [18] Kent, D., & Fisher, D. (1997). Associations between teacher personality and classroom environment. Chicago, IL: Paper presented at the Annual Meeting of the American Educational Research Association, ERIC Document Reproduction Service No. ED 407395. [19] Lawrence, G. (1979; 2009). People types and tiger stripes: A practical guide to learning styles. Gainseville, FL: Center for Application of Psychological Type. [20] Macdaid, G. P., McCaulley, M. H., & Kainz, R. I. (1986). Myers- Briggs type indicator: Atlas of type tables. Gainesville, FL: Centre for Application of Psychological Type Inc. [21] Meisgeiner, C. H., & Richardson, R. C. (1996). Personality types of interns in alternative teacher certification programmes. Education Forum, 60, 350-360. [22] McCrae, R. R., & Costa, P. T. (1989). Reinterpreting the Myers-Briggs type indicator from the perspective of the Five-Factor model of personality. Journal of Personality, 57, 17-40. doi:10.1111/j.1467-6494.1989.tb00759.x [23] Markowski, E. P., & Markowski, C. A. (2009). A systematic method for teaching post hoc analysis of Chi-Square tests. Decision Sciences Journal of Innovative Education, 7, 59-65. doi:10.1111/j.1540-4609.2008.00202.x [24] Martin, C. (1999). Looking at type: The fundamentals. Gainesville, FL: Center for Applications of Psychological Type. [25] Marzano, J., Pickering, D., & Pollock, J. (2001). Classroom instruction that works: Research-based strategies for increasing student achievement. Alexandria, VA: Association for Supervision and Curriculum Development. [26] Mills, C. J. (2007). Psychological types of academically gifted adolescents. Gifted Child Quarterly, 51, 285-294 [27] Myers, I. B., & McCaulley, M. H. (1985). Manual: A guide to the development and use of the Myers-Briggs type indicator. Palo Alto, CA: Consulting Psychologists Press. [28] National Commission on Teaching and America’s Future. (1996). What matters most: Teaching for America s future. Washington, DC: Government Printing Office. [29] Oswick, C., & Barber, P. (1998). Personality type and performance in an introductory level accounting course: A research note. Accounting Education, 7, 249-254. doi:10.1080/096392898331171 [30] Quenk, N. (2009). Essentials of Myers-Briggs type indicator assessment (2nd ed.). New York: John Wiley & Sons. [31] Reid, J. B. (1999). The relationship among personality type, coping strategies, and burnout in elementary teachers. Journal of Psychological Type, 51, 22-33. [32] Rigden, C. (2009). Careers and occupations: Type as a part of the whole. TypeFace, 20, 28-30. [33] Rivkin, S. G., Hanushek, E. A., & Kain, J. F. (2005). Teachers, schools, and academic achievement. Econometrica, 73, 417-458. doi:10.1111/j.1468-0262.2005.00584.x [34] Rockoff, J. (2004). The impact of individual teachers on student achievement: Evidence from panel data. American Economic Review, 94, 247-252. doi:10.1257/0002828041302244 [35] Roscoe, J. T., & Byars, J. A. (1971). An investigation of the restraints with respect to sample size commonly imposed on the use of the chi-square statistic. Journal of the American Statistical Association, 66, 755-759. doi:10.2307/2284224 [36] Rushton, S., Jackson, M., & Richard, M. (2007). Teacher’s Myers- Briggs personality profiles: Identifying effective teacher personality traits. Teaching and Teacher Education, 23, 432-441. [37] Rushton, S., Knopp, T. Y., & Smith, R. L. (2006). Teacher of the Year award recipients. Myers-Briggs personality profiles: Identifying teacher effectiveness. Journal of Psychological Type, 4, 23-34. [38] Sanders, W. L., & Horn, S. P. (1995). The Tennessee value-added assessment system (TVAAS): Mixed-model methodology in educational assessment. Journal of Personnel Evaluation in Education, 8, 299-311. doi:10.1007/BF00973726 [39] Sanders, W. L., & Rivers, J. C. (1996). Cumulative and residual effects of teachers on future student academic achievement. Knoxville, YN: University of Tennessee Value-Added Research and Assessment Center. [40] Sears, S., Kennedy, J., Kaye, J., & Gail, L. (1997). Myers-Briggs personality profiles of prospective educators. The Journal of Educational Research, 90, 195-202. [41] Sprague, M. (1997). Personality Type matching and student teaching evaluation. Contemporary Education, 69, 54-57. [42] Thompson, B., & Borrello, G. M. (1986). Construct validity of the Myers-Briggs type indicator. Educational and Psychological Measurement, 46, 745-752. doi:10.1177/0013164486463032