Relationships between Personality Type and Teaching Efficacy of Student Teachers

Autor/inn/en	Roberts, T. Grady; Mowen, Diana L.; Edgar, Don W.; Harlin, Julie F.; Briers, Gary E.
Titel	Relationships between Personality Type and Teaching Efficacy of Student Teachers
Quelle	In: Journal of Agricultural Education, 48 (2007) 2, S.92-102 (11 Seiten) PDF als Volltext (1); PDF als Volltext kostenfreie Datei (2) Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1042-0541
Schlagwörter	Educational Strategies; Classroom Techniques; Student Teaching; Student Teachers; Personality Traits; Agriculture; Self Efficacy; Measures (Individuals); Agricultural Education; Texas + Suchen Sie Ihr Suchwort? Lehrstrategie; Klassenführung; Teaching practice; Unterrichtspraxis; Lehramtsstudent; Lehramtsstudentin; Referendar; Referendarin; Individual characteristics; Personality characteristic; Persönlichkeitsmerkmal; Landwirtschaft; Self-efficacy; Selbstwirksamkeit; Messdaten; Agriculture; Education; Landwirtschaftliche Ausbildung; Ausbildung
Abstract	The purpose of this study was to determine if relationships exist between teaching efficacy and personality type of student teachers. The population of interest was all agricultural science student teachers at Texas A&M University. The sampling frame included all student teachers during the spring and fall semesters of 2005 (n= 72). Teaching efficacy was measured using the long form of the Teachers' Sense of Efficacy Scale, and the Myers-Briggs Type Indicator[R] (MBTI[R]) Form M was used to assess personality type. The typical student teacher was a 22 year old white female who had enrolled in agricultural science courses in high school and who was currently completing an undergraduate degree. Student teachers exhibited "Quite a Bit" of teaching efficacy throughout the student teaching semester. Student teachers were more extroverted (E), sensing (S), feeling (F), and judging (J). The two most commonly observed personality types were ESFJ and ENFP. Personality type of student teachers is negligibly related to teaching efficacy. Efficacy in instructional strategies is negatively related with sensing (S) and efficacy in classroom management is positively related to judging (J). (Contains 3 figures and 4 tables.) (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