Relationship Between Personality Characteristics and Observable Teaching Effectiveness of Selected Beginning Career and Technical Education Teachers

The purpose of this study was to examine the relationship between personality types, as measured by the Myers-Briggs Type Indicator (MBTI) Form G, and teaching effectiveness, as measured by the Classroom Observation Keyed for Effectiveness Research (COKER) of selected beginning industrial and health occupations education teachers. Slightly more than one-fifth of the respondents had completed a bachelor's degree.Nine of the sixteen personality types were represented in this study. A majority of the respondents reported a preference for extraversion-sensing-thinking-judging (ESTJ). Overall, the data indicate that only 41% of the respondents were effective teachers. As a group, beginning industrial and health occupations education teachers scored below the mean on the 18 COKER competency statements. Eight of the 18 teaching effectiveness competency statements had significant and positive relationships with the sensing-intuition temperament type. The sensing-intuition temperament type was the best predictor of teaching effectiveness when compared with extraversion-introversion, thinking-feeling, and judgment-perception temperament types. Selected teacher preparation strategies and inservice programs need to be planned to meet diverse strengths and weaknesses of beginning industrial and health occupations education teachers.