Personality Development during Teacher Preparation

Abstract

Objective: The purpose of this 3-year longitudinal study was to examine pre-service teachers’ personality trajectories as measured by the IPIP Big-Five factor markers during teacher preparation. The relationship between students’ personality traits, social desirability, and prior academic attainment was also examined.Method: This 3-year longitudinal study invited participants from the first year of a 4-year undergraduate (UG) pre-service teacher education program, the class of 2017. The sample consisted of 305 students.Results: The results suggest that extraversion, agreeableness, conscientiousness, emotional stability, and openness to experience were best represented by a non-significant longitudinal change in means. Results also suggest that social desirability predicts agreeableness and emotional stability with small to moderate effect sizes.Conclusion: The study concludes that no value is added to pre-service teachers’ personality traits during 3 years of tertiary education. Furthermore, the data presented does not support the view that academic attainment is a good predictor of personality traits. Implications for educational research, theory, and practice are considered.

The Impact of Teachers' Personality on Students' Academic Achievement in Pakistan.

“…Agreeableness is not significant among teachers and students' perceptions. Corcoran and O'Flaherty (2016), who concluded that agreeableness is negatively associated with teacher personality, have similar results while Chu (2003) explains that modest correlations with the agreeable trait. Job (2004) describes a feeble undesirable correlation with kindness trait (r = -0.04).…”

The Dark Triad Of Personality And Work Efficiency Of Kindergarten Teachers

“…An additional rationale for our hypothesis is the fact that many studies showed the influence of the Big Five personality traits on the efficiency of various professional activities including those of kindergarten teachers (e.g., Corcoran & O'Flaherty, 2016). On the other hand, associations of the Dark Triad and the Big Five personality traits were found (e.g., Huang & Liang, 2015;Kornilova & Chumakova, 2016;Kowalski, Vernon, & Schermer, 2016).…”

Die Rolle von persönlichen Ressourcen bei der Stressbewältigung

“…Religion, Werte) oder dispositionelle (z. B. Talente, Coping) Einflüsse stabil sein [14,15]. Charakteristische Einflussgrößen auf die Persönlichkeit sind sowohl Dimensionen des Big-Five-Modells mit Neurotizismus, Extraversion, Offenheit für Erfahrungen, Verträglichkeit sowie Gewissenhaftigkeit als auch Motive, Ziele, Pläne, Werte, Selbstbilder und Coping [16].…”