Observable teacher effectiveness and personality types of family and consumer sciences teachers

This study was designed 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 Observations Keyed for Effectiveness Research (COKER) of secondary Family and Consumer Sciences Teachers (FCS). Data were collected through individual visits to 20 FCS teachers from three school districts in eastern Tennessee. Each teacher was observed for one 90 minute block of instructional time. The COKER (1988), a systematic observational instrument, was utilized at the time of the observation. Teachers were also administered the MBTI. The research questions guiding this study sought to identify any differences between effective and less effective FCS teachers by their personality types; whether the effective FCS teachers had a dominant ESFJ personality type; and if there was a relationship between each personality type dimension (E-I, S-N, T-F, and J-P) and teacher effectiveness. In this study, the effective and less effective FCS teachers showed no differences on the basis of personality type dimensions. The most effective teachers were not ESFJ personality types, although 15 of the 20 were sensing judging (SJ) personality type dimensions. The extravert vs. introvert (E-I) personality type dimension appeared to have no effect on teacher effectiveness. As the sensing (S), thinking (T), and judging (J) personality type scores got larger, the teacher appeared to be more effective. Seven of the 18 teacher effectiveness behaviors, as measured by the COKER, showed statistical significance utilizing Spearman's rho correlation. Although the results of this study cannot be generalized due to the non-random selection process of the ECS teachers, the findings indicate that teacher personality may play a significant, although limited role in teacher effectiveness.