Teacher's Myers-Briggs personality profiles: Identifying effective teacher personality traits

Rushton, Stephen; Morgan, Jackson P.; Richard, Michael

doi:10.1016/j.tate.2006.12.011

Cited by 102 publications

(68 citation statements)

References 7 publications

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“…For instance, extraversion has been found to be strongly associated with leader emergence and leadership effectiveness (Hofmann & Jones, 2005;Ng, Ang, & Chan, 2008). Rushton, Morgan, and Richard (2007) identified teacher leaders are of the extraverted-intuitive personality types. Thus, the second prediction is that principals and head teachers, who have higher work positions than regular teachers in kindergartens, would tend to be more extraverted.…”

Section: Kindergartens' Work Characteristics That May Influence Teachmentioning

confidence: 99%

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

Wong

Zhang

2013

AJTE

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Section: Kindergartens' Work Characteristics That May Influence Teachmentioning

confidence: 99%

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

Wong

Zhang

2013

AJTE

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“…It would seem a natural extension that both teachers and administrators would have a preference for this attitude, as indicated in this study. On the other hand, Rushton et al, (2006) and Rushton et al, (2007) research on both Teacher of the Year recipients and the Florida League of Teachers, deemed to be the "best" educators in the field, showed that these teachers had a preference for P over J. Perceptive types tend to be more willing to look at new ideas, be creative and flexible in their teaching, and look to change the status quo. Judging types, in general, do not like change and prefer to keep things as they are.…”

Section: Discussionmentioning

confidence: 99%

“…Studies over the past forty years relating to teachers' personality traits have produced generally positive results (Rushton, Jackson, & Richard, 2007). However, there is consistent evidence that a positive relationship exists between student learning and teachers who display such strengths as flexibility, creativity and adaptability (Berliner & Biddle, 1995;Rushton Smith & Knoop, 2006).…”

Section: Introductionmentioning

confidence: 99%

Program Selection among Pre-Service Teachers: MBTI Profiles within a College of Education

Rushton¹,

Mariano²,

Wallace³

2012

Self Cite

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This study examined the relationship College of Education programs selected by pre-service teachers and their personality traits. Using the Myers-Briggs Type Indicator (MBTI) 368, pre-service teachers in 5 different programs were assessed. Twenty-eight percent of Elementary program students favored the Sensing, Feeling, Judging typology with a mental function SF. While ECE pre-service students were inclined to- ward Sensing, Feeling and Judging (SFJ) typology they also favored Extraversion, Intuition, Feeling, Judging (ENFJ). Alternatively, Special Education pre-service students preferred Introversion, Intuition, Thinking, and Judging (INTJ). Graduate students in the Education Leadership program had a strong preference for Extraversion, Sensing, Thinking and Judging (ESTJ), while students in the Masters of Arts in Teaching program had no significant type. These findings suggest that at least four groups of teacher education students self-select to a particular program depending upon their type. Implications for the results for teacher-training are discussed

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“…He is able to work, all the rules are clear for him, loves consistency, computability. Rushton, Morgan and Richard [10] studied the American pedagogical elite. The authors describe them as idealists, advocates who are proud of their identity.…”

Section: Scientific Literature Reviewmentioning

confidence: 99%

What Makes a Good Teacher?

Ida¹

2017

ujer

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The introduction of the new Teacher CareerModel, the School Inspectorate and the Complex School Assessment imply the basic question "What makes a good teacher?" The scholars have been focusing on the issue for a long period of time. The target of the recent studies is the teachers', school principals' and the teacher students' beliefs. The primary and secondary school students' beliefs have been neglected. This study presents the results of a research in which we explore the secondary school students' expectations of a good teacher. We carried out an anonymous questionnaire survey and asked the students to write an essay on the good teacher. The results show that the students assess their teachers in a lot of aspects. The categories of the questionnaire and the essays reveal certain personality traits and the eight teaching competences of the recently introduced Teacher Career Model. The students would like to have teachers who put a lot of efforts into helping students with acquisition. Furthermore, personal attention, dealing with the students' problems, fair treatment and showing respect to each other take the priority in their beliefs. The results of this study regarded as the starting point of a bigger-scale research can contribute to the development of the graduate and postgraduate teacher training system in Hungary.

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Teacher's Myers-Briggs personality profiles: Identifying effective teacher personality traits

Cited by 102 publications

References 7 publications

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

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

Program Selection among Pre-Service Teachers: MBTI Profiles within a College of Education

What Makes a Good Teacher?

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