Personality Types of Hong Kong Kindergarten Teachers: Implications for Teacher Education

Teaching Beliefs on Developmentally Appropriate Practice Among Chinese Preschool Teachers: The Role of Personality

“…The frequencies of teachers' personality types from the two different teacher training programmes are similar to a large extent, showing that preschool teachers are characterized predominantly by the personality types of Sensing-Feeling-Judging. The findings are comparable to that of the previous study by Wong and Zhang (2013). Taken together, consistent evidences have provided strong support to the robustness of preschool teachers' personality types.…”

“…Research has shown that Extroversion, openness, agreeableness and conscientiousness of the FFM were positively related to extroversion, intuition, feeling and judging personality types of the MBTI, respectively (McCrae and Costa, 1989;Furnham et al, 2003). In terms of vocational personality, Wong and Zhang (2013) found that the personality types of preschool teachers are predominantly characterized by the Extroversion (60%), sensing (91%), feeling (65%), and Judging (79%) types. While Wong's study mainly examined in-service teachers, this research aimed to examine both pre-service and inservice teachers' personality types.…”

“…The MBTI has been widely used (Furnham et al, 2003) and shows acceptable reliability (Capraro and Capraro, 2002) and validity (Carlson, 1985). In Hong Kong, Wong and Zhang (2013) reported that the Cronbach's alphas for the four personality dimensions of Extroversion-introversion, sensing-intuition, thinkingfeeling, and judging-perceiving were 0.74, 0.66, 0.65, and 0.69, respectively, whereas in the present research were 0.76, 0.62, 0.72, and 0.67. Sample items for each dimension are:…”

“…Thus, this robustness of personality types that indicates the relative weakness of openness and flexibility among preschool teachers is argued to act as a barrier to implement the DAP in schools. Wong and Zhang (2013) argued that intuitive teachers show leadership capability and incline to be more comfortable with planning and implementing creative curriculum in preschool settings. Furthermore, it is interesting to note that the frequency of intuitive pre-service teachers (21.6%) was higher than that of in-service teachers (13.3%), suggesting that there is greater propensity of the former to adopt the DAP beliefs, whereas more professional training programmes in DAP are necessary for in-service teachers.…”

The Dark Triad Of Personality And Work Efficiency Of Kindergarten Teachers

“…However, the studies of the kindergarten teacher personality are rare in comparison to, for example, studies of required educational skills (e.g., Abdul-Haq, 2014); and they are focused primarily on traditional models of personality. For instance, Ciceu, Manolescu, and Neagu (2016) revealed distinctive personality characteristics of kindergarten teachers compared to a group of other professionals in the framework of the Big Five model; Wong and Li-fang (2013) analyzed the personality of the kindergarten teacher based on Myers-Briggs typology, etc. As a result, occupational requirements of a kindergarten teacher personality were formulated based solely on positive personal qualities (see, e.g., Araujo, Carneiro, CruzAguayo, & Schady, 2016).…”