Academic journal article Education

Personality Type as a Predictor of Teaching Efficacy and Classroom Control in Emergency Certification Teachers

Academic journal article Education

Personality Type as a Predictor of Teaching Efficacy and Classroom Control in Emergency Certification Teachers

Article excerpt

Research has found that specific personality traits of teachers are reflected in classroom instruction, especially through the teacher's use of various instructional strategies and material (Erdle, Murray, and Rushton, 1985). They also found that a positive relationship existed between individual personality constructs and learning styles. Thus, it is possible that certain personality types may exhibit better self-efficacy and classroom control orientations that enhance learning.

Grindler and Straton (1990) found that the Myers-Briggs Type Indicator (MBTI) results could be used to help teachers develop different teaching methods and more readily accept a variety of materials and technology. Studies indicate that extroverted, stable, and tough-minded personalities tend to be more receptive to the use of new ideas (Grant & Cambre, 1990; Katz, 1992). "Intuitive/thinking" types (or those educators who are creative, analytical, logical, and imaginative) are more receptive to using various strategies and technology than "sensory" types who are practical, realistic, and sociable (Katz, 1992; Smith, Munday, & Windham, 1993; Sudol, 1991). Also,"sensory/feeling" types of teachers are interested in examining meanings and relationships and are least likely to be comfortable with the use of newer methodologies and technology than other personality types (Grindler & Straton, 1990; Smith, Munday, & Windham, 1993). These personality types speak directly to teachers with propensity toward various efficacy and classroom control orientations.

Teacher efficacy has surfaced as a variable often linked with effective teaching and learning (cf. Henson, in press; Tschannen-Moran, Woolfolk, 1998). Given the potential value of the construct, many researchers have examined the relationship between self-efficacy and teachers' classroom management activities, and linked teacher efficacy to a variety of school variables such as facilitating small group discussion and persistence with struggling students (Gibson & Dembo, 1984; Podell & Soodak, 1993).

The proficient use of classroom management strategies and issues are generally high on the list of teachers' concerns about education (Johns, MacNaughton, & Karabinus, 1989; Woolfolk, 1998; Emmer, Evertson, Clements, & Worsham, 1997; Martin, Yin, & Baldwin, 1998). Therefore, it is relevant to examine the relationships between teachers' classroom management and self-efficacy beliefs to provide insights about success (efficacy) as it relates to classroom management behavior.

Purpose

The study focused on the personality types of teachers and their classroom management and self-efficacy beliefs. There is little information on the identification of personality types as they relate to self-efficacy beliefs and effective management strategies and which teachers are most or least likely to incorporate them into instructional practice. Therefore, we examined whether personality types could serve as predictors of teaching efficacy and both instructional and people management beliefs. Further, we investigated these variables in the context of emergency certification teachers who are relatively new to the teaching profession. The relationships examined may inform our understanding of personality and classroom management practice in alternative certification teachers.

Method

Participants and Procedures

Participants included 120 teachers pursuing secondary teacher certification through an emergency permit teacher edu cation program at a mid-sized university in Northeast Texas. Participants held at least a Bachelors degree, were in their first year of teaching, were assigned a public school mentor teacher, and received regular visits from university supervisors.

Three questionnaires and a demographic form were administered during regularly scheduled class times. The teachers' age indicated the non-typical nature of the participants as compared to traditional preservice teachers (20-25: 34. …

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