Multiple Personality Domains in Relation to Occupational Choice and Performance Among Established Teachers

Abstract

Does personality impact differently on occupational choice and occupational performance? In a study of established teachers, interests, the Five-Factor Model, and attributions were examined in relation to occupational choice and performance. Attributions were assessed using a new instrument designed for teachers. Choice of teaching specialty was found to be most strongly associated with interest in the arts and sciences, openness to experience, and internal attributions in response to a positive classroom event. On the other hand, quality of teaching assessed by the National Board of Professional Teaching Standards (NBPTS) was associated (negatively) with business interests and with a tendency to externalize blame in response to a problematic teaching situation. Study findings suggested the hypothesis that broad traits located relatively high in a personality hierarchy influence trait matching in selecting an occupation, whereas more specific motivational/dynamic factors located lower in the personality hierarchy influence performance

Understanding Why Math and Science Teachers Quit: Evidence of Cognitive Errors

“…For math and science teachers in particular, Ingersoll and May (2010) noted i) frequency of student discipline problems, ii) extent of professional development in classroom management, and iii) effectiveness of subject-area professional development as predictors of attrition. Likewise, Emmerich, Rock, and Trapani (2004) found that attribution of classroom events differed between math and science teachers and teachers of other subjects, noting that "compared to other secondary school teachers (especially high school teachers of English), teachers of science experience relatively low sense of control in response to a negative classroom event" (p. 30).…”

“…The claim by Emmerich, Rock, and Trapani (2004) that attribution of classroom events differed between math and science teachers and teachers of other subjects, may be associated with level of conscientiousness. Again, however, studies by Rockoff, Jacob, Kane, and Staiger (2008) contradict this assertion, leaving questions about personality differences between math and science teachers and teachers of other subjects for future research.…”

The Role of Noncognitive Constructs and Other Background Variables in Graduate Education

“…For example, Emmerich, Rock, & Trapani (2004) developed the Teacher Attribution Inventory-Short Form (TAI-S) to measure characteristic attribution patterns for teachers in a study of determinants of teaching success. The instrument assesses causal attributions for a successful and for an unsuccessful teaching event.…”