Personality and Teaching Success

The Influence of Personality on Learning to Teach: effects and delayed effects of microteaching

“…On the other hand Tansey's opinion that "teaching practice is largely haphazard and unstructured, and is not an adequate preparation..." (1969) suggests that introverts in the microclass group would not become better than the control group. The latter, which showed no difference between introverts and extraverts initially might be expected (as junior secondary teachers) to move towards the pattern found by the majority of investigators (except those who consider secondary mathematics and physical science teachers), namely, that the more introverted teachers are less successful, as are those who are emotionally unstable (Birkinshaw, 1935;Evans & Wrenn, 1942;Lamke, 1951;Singh, 1968). Results are shown in Table VI.…”

A Comparative Analysis of the Personality Profiles of Teacher Trainees in Malaysia and Singapore

“…Reviews of research literature show that personal characteristics of teachers are of perennial interest to those concerned with teaching because of their great influence on learning situations (Barr, 1952;Getzels, 1963;Lamke, 1951;Ryans, 1960;Quereshi, 1980;Walberg, 1968). Cattell (1957) made an important contribution to the study of teacher's personality when he isolated five characteristics which he considered to be correlated with success in professional occupations: dominance (Factor E + ), lack of inhibition (Factor H + ), imagination (Factor M +), shrewdness (Factor N +) and radicalism (Factor Q1+).…”

A Comparative Study of the Personality Structures of Persistent and Prospective Teachers

“…Some research utilizing Cattell's Sixteen Personality Factor Questionnaire (16 PF) has been done in this area (4,6,10,12). However, the results seem contradictory and little research has been done with this instrument recently.…”