The Relationship of Personality Traits to Perceptions of Teaching Effectiveness for Teacher Preparation Candidates in a Simulated Classroom Environment

ID: 41851 Type: Brief Paper
  1. Susan Hopper, Gerald Knezek, Rhonda Christensen, and Tandra Tyler-Wood, University of North Texas, United States
  2. David Gibson, Curtin University, Australia

Thursday, March 20 2:05-2:25 PM Location: City Terrace 12 View on map

Presider: Cindy Orr, Northwest Nazarene University, United States

Abstract: This study explored the personality traits of 152 preservice teachers and examined their perceptions of teaching confidence and teaching experience.Treatment and comparison groups completed the Survey of Teaching Skills and the OCEAN survey for quantitative data analysis to investigate whether there is a relationship between personality type and perceived teaching effectiveness.Two key constructs of personality and effective teaching, were examined.Traits of openness, conscientiousness, extraversion, agreeableness and neuroticism were linked to the synthetic variable of personality that was found to be correlated with effective teaching. The variables of teaching confidence and teaching experience contribute to the synthetic variable of teaching effectiveness. Findings suggest that personality traits affect the experience and confidence ratings of preservice teachers. Future studies include further analysis of the data in a simulated classroom environment.


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