Academic journal article Academy of Marketing Studies Journal

Is There a Relationship between Personality Types and Instructional Methods?

Academic journal article Academy of Marketing Studies Journal

Is There a Relationship between Personality Types and Instructional Methods?

Article excerpt


Recent research in personality assessment has demonstrated that certain types of personalities are attracted to specific types of professions (Sipe, 1988). During the past decade, the typological approach to ascertaining personality influences has produced a prodigious number of studies based on Jungian personality types (Watson, 1990). Retrospective studies using the Myers.-Briggs Type Indicator (MBTI) to determine the psychological type preference of people in a number of different professions indicate that individuals choose careers which are in keeping with their type preferences. Preliminary research in the area of teaching strategies and teacher psychological type indicated that teacher type does affect the way teachers teach and what they prefer to teach (Caryln, 1976; Lawrence, 1979; Sipe, 1988: Weychert, 1975).

The purpose of this study was to (1) examine the personality type of secondary marketing education teacher-coordinators (SMETCs) to ascertain the influence of personality type on the choice of instructional methods in marketing education, and (2) to examine the relationship between personality types and instructional methods with selected ancillary variables (subjects taught, gender, profession, age, level of education, and years of teaching).


Two research instruments were utilized for the collection of data in this study. First, Form G of the MBTI was administered to determine the personality type of the SMETCs in the study. The MBTI, developed by Isabel Briggs Myers and Katherine Briggs, is a self-reported, forced choice indicator designed to assess personality type and is based on Carl Jung's personality type theory.

Second, a semantic differential scale (SDS) was developed to determine the instructional preferences of the SMETCs. The scale was patterned after Osgood, Suci, and Tannenbaum (1971) and Berns (1978). After an expert jury review and consensus, the following eighteen instructional methods were included: audio-visual, business games, career investigation, case study, class discussions, computer assisted instruction, demonstration, field trips, guest speakers, lecture, oral reports, problem solving, projects, role playing, school store, video taping, workbooks, exercises, and youth group activities.

Population sample.

The population sample for the study was chosen from among secondary marketing teacher-coordinators and business educators in the State of New Jersey using a stratified random selection procedure. From the 375 individuals surveyed, 257 (or 69%) completed all required materials. Personality type and preferences for instructional methods were obtained from these participating individuals.

Research methodology

Collection of data was accomplished through the use of a mail survey based on Dillman's Total Design Method (1978). After permission was obtained to reproduce and distribute the MBTI, a survey packet consisting of a cover letter, background survey, a machine scorable answer sheet, the SDS, self-addressed stamped envelope, along with the MBTI was sent to all 375 members of the sample. Three follow-up procedures were implemented in an attempt to increase response rate, which resulted in a 69% response rate, or 257 respondents.

Personality types were generated through an analysis of the data collected in this study by the Center for Application of Personality Type in Gainesville, Florida. This center is the headquarters of MBTI research.

Data for scores from the semantic differential scales were hand-scored and calculated. Through the use of the Statistical Package for the Social Sciences for Windows (SPSS+ for Microcomputers, release 4.0), statistical tests were performed on the data from both the MBTI and SDS. Descriptive and comparative analyses were made. Throughout this study a decision rule (i.e., level of significance) was used at the accepted convention of p < = . …

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