The relationship between observable teaching effectiveness behaviors and personality types in a sample of urban middle school teachers
Date of Award
Doctor of Education (Ded)
Dr. Laura Schulte
Dr. Martha Bruckner
Dr. Tommie Radd
Dr. Larry Dlugosh
Fifty-one middle school teacher volunteers in an urban, Midwestern school district were surveyed to determine their personality and temperament type using the 93 forced choice question Myers-Briggs Type Indicator (MBTI) Self-Scorable Form M. Each question contained two options and each question was weighted “1”. Two administrators rated those same teachers' teaching effectiveness using the 34 question Teacher Effectiveness Survey (TES). There were three subscales on the TES; instructional performance, professional development, and leadership skills. The Overall score included all three subscales' mean scores. A 5-point Likert scale with 1 as “Poor” and 5 as “Excellent” was used on the TES. Percentages and modes were determined for personality types and means and standard deviations were calculated to determine teaching effectiveness. Chi-Square Tests of Independence were calculated to determine if there was a statistically significant relationship between teacher personality temperament types and years of experience and core vs. non-core teaching. Multiple t-tests were calculated to determine if there was a statistically significant relationship between teachers' effectiveness scores and core vs. non-core teaching. The one-way analysis of variance (ANOVA) was used to determine if there was a statistically significant relationship between teachers' effectiveness scores and years of teaching experience (current and overall) as well as the relationship between teaching effectiveness and teachers' personality temperament types. There was a statistically significant relationship in the Leadership Skills category of teaching effectiveness and current years of teaching experience. Teachers with 11–15 years of current teaching experience (M = 3.72, SD = 0.28) were rated significantly higher than teachers with 1–5 years of current teaching experience ( M = 2.30, SD = 0.88). Although no other statistically significant relationships were found, the data provided information regarding the need for staff development to improve teacher effectiveness. In addition, the data provided information that would encourage further investigation into the relationship between teacher personality and teacher effectiveness.
Talbott, Jeaneen Kaye, "The relationship between observable teaching effectiveness behaviors and personality types in a sample of urban middle school teachers" (2005). Student Work. 3436.
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A Dissertation presented to the Faculty of the Graduate College at the University of Nebraska in Partial Fulfillment of Requirements for the Degree of Doctor of Education. Copyright 2005 Jeaneen Kay Talbott.