The Relationship between Teaching Efficacy and Personality Type of Cooperating Teachers

Autor/inn/en	Roberts, T. Grady; Harlin, Julie F.; Briers, Gary E.
Titel	The Relationship between Teaching Efficacy and Personality Type of Cooperating Teachers
Quelle	In: Journal of Agricultural Education, 48 (2007) 4, S.55-66 (12 Seiten) PDF als Volltext (1); PDF als Volltext kostenfreie Datei (2) Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1042-0541
Schlagwörter	Educational Strategies; Teacher Effectiveness; Personality; Science Teachers; Cooperating Teachers; Personality Assessment; Personality Traits; Self Efficacy; Agricultural Education; Correlation; Teacher Surveys; Teacher Attitudes; Myers Briggs Type Indicator + Suchen Sie Ihr Suchwort? Lehrstrategie; Effectiveness of teaching; Instructional effectiveness; Lehrerleistung; Unterrichtserfolg; Personalität; Science; Teacher; Teachers; Science teacher; Wissenschaft; Lehrer; Lehrerin; Lehrende; Co-operation; Cooperation; Kooperation; Persönlichkeitsanalyse; Individual characteristics; Personality characteristic; Persönlichkeitsmerkmal; Self-efficacy; Selbstwirksamkeit; Agriculture; Education; Landwirtschaftliche Ausbildung; Landwirtschaft; Ausbildung; Korrelation; Lehrerverhalten
Abstract	The purpose of this study was to determine if a relationship exists between teaching efficacy and personality type of agricultural science cooperating teachers. The target population was agricultural science teachers who served as cooperating teachers. A convenience sample of those teachers who attended an optional cooperating teacher meeting at Texas A&M University was used in this study (n = 41). Teaching efficacy was determined using the Teacher's Sense of Efficacy instrument and personality type was assessed using the Myers-Briggs Type Indicator. Participants exhibited "Quite a Bit" of efficacy in student engagement, instructional strategies, and classroom management. Accordingly, they also exhibited "Quite a Bit" of overall teaching efficacy. Teachers were equally divided between extroversion (E) and introversion (I), mostly sensing (S), equally divided between thinking (T) and feeling (F), and more judging (J). The most prevalent personality type was ISTJ, followed by ESTJ, ENFJ, and ESFJ. Extroversion was substantially related to overall teaching efficacy and, consequently, to all three subscales (student engagement, instructional strategies, and classroom management). Additionally, judging (J) was positively related to efficacy in classroom management and sensing (S) was negatively related to efficacy in student engagement. Based on the findings, recommendations and implications were given. (Contains 4 tables and 1 figure.) (As Provided).
Anmerkungen	American Association for Agricultural Education. Box 7607, Department of Agricultural and Extension Education, Raleigh, NC 27695. Web site: http://www.aaaeonline.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10