scholarly journals Big Five personality trait differences between students from different majors aspiring to the teaching profession

2021 ◽  
Author(s):  
Florian G. Hartmann ◽  
Bernhard Ertl
Keyword(s):  
Teacher Education ◽  
Personality Traits ◽  
Big Five ◽  
Personality Trait ◽  
Teacher Candidates ◽  
Large Scale ◽  
Teacher Education Program ◽  
Teaching Profession ◽  
Big Five Personality ◽  
Person Environment Fit

AbstractPerson-Environment fit theories claim that students choose their academic path according to their personality. In this regard, teacher candidates are of special interest. On the one hand, they all make the same choice to enroll in a teacher education program. On the other hand, they make different choices with respect to the subjects they are going to teach. If the Person-Environment fit approach also applies to the selection regarding teacher candidates’ subject areas, teacher candidates from different majors might have different personality traits and as a result, different starting conditions for becoming a successful teacher. Such differences need to be taken into account by teacher education in order to create programs that allow teacher candidates from different majors to equally succeed. Therefore, the current study investigates to what extent personality group differences across majors occur within the population of teacher candidates. Using data from a large-scale study, the Big Five personality traits of 1735 female and 565 male teacher candidates were analyzed, with teacher candidates compared to male (n = 1122) and female (n = 1570) students who studied the same major but who did not intend to become teachers. Unlike previous studies, academic majors were not grouped into few broad categories, but eight different majors were distinguished. The results indicate that teacher candidates are more extraverted than their non-teaching counterparts. In addition, personality trait differences between teacher candidates from different majors could be observed. The results are discussed as they relate to the recruitment and training of future teachers.

Personality and Ideology

2021 ◽  
Author(s):  
Danny Osborne ◽  
Nicole Satherley ◽  
Chris G. Sibley
Keyword(s):  
Personality Traits ◽  
Big Five ◽  
Personality Trait ◽  
Negative Relationship ◽  
Big Five Personality Traits ◽  
Openness To Experience ◽  
Big Five Personality ◽  
Vast Literature ◽  
Political Conservatism ◽  
The Relationship

Research since the 1990s reveals that openness to experience—a personality trait that captures interest in novelty, creativity, unconventionalism, and open-mindedness—correlates negatively with political conservatism. This chapter summarizes this vast literature by meta-analyzing 232 unique samples (N = 575,691) that examine the relationship between the Big Five personality traits and conservatism. The results reveal that the negative relationship between openness to experience and conservatism (r = −.145) is nearly twice as big as the next strongest correlation between personality and ideology (namely, conscientiousness and conservatism; r = .076). The associations between personality traits and conservatism were, however, substantively larger in Western, educated, industrialized, rich, and democratic (WEIRD) countries than in non-WEIRD countries. The chapter concludes by reviewing recent longitudinal work demonstrating that openness to experience and conservatism are non-causally related. Collectively, the chapter shows that openness to experience is by far the strongest (negative) correlate of conservatism but that there is little evidence that this association is causal.

scholarly journals BIG FIVE PERSONALITY TRAITS AND TEACHING PERFORMANCE OF FACULTY OF COLLEGE OF TEACHER EDUCATION, LAGUNA STATE POLYTECHNIC UNIVERSITY

2017 ◽  
Vol 5 (9) ◽  
pp. 99-105
Author(s):  
Victoria E. Tamban ◽  
Gloria L. Banasihan
Keyword(s):  
Teacher Education ◽  
Academic Performance ◽  
Personality Traits ◽  
Big Five ◽  
Significant Relationship ◽  
Big Five Personality Traits ◽  
Big Five Personality ◽  
Teaching Performance ◽  
Correlational Research ◽  
Academic Year

This study aimed to determine the relationships of big five personality traits and teaching performance of faculty of College of Teacher Education, Laguna State Polytechnic University Los Baños Campus, Los Baños, and Laguna. The study was conducted at the College of Teacher Education (CTE) of Laguna State Polytechnic University-Los Baňos Campus during 1st semester of Academic Year 2015-2016 employing correlational research design. The respondents of the study were the 20 faculty of CTE consist of 2 Associate Professors, 10 Assistant Professors and 7 Instructors.  A valid survey questionnaire on determining the level of big five personality traits adapted from the site of personality-testing.info, courtesy ipip.ori.org and the IPCR Evaluation are the instruments of this study. Frequency count, percentage and mean were used to describe the profile of the respondents and their teaching performance. Pearson r was used to determine the significant relationship between teachers’’ big five personality traits and their’ teaching performance. The results describe that teachers tend be about average in most of the big five personality traits except from neuroticism which shows a relatively low description. The results also revealed a weak correlation between variables such that it determined that there is no significant relationship the level of big five personality traits and the teaching performance of the respondents. Based on the conclusions the researchers suggested to have further study since it is limited only to the faculty of Teacher Education and also it is highly recommended to correlate teaching performance including students’ evaluation for their teachers and the academic performance of the students with teachers’ personality traits since the teaching performance is one of the factors that affect the students’ academic performance.

scholarly journals Big Five Personality Stability, Change, and Codevelopment across Adolescence and Early Adulthood

2017 ◽  
Author(s):  
Jeroen Borghuis ◽  
Jaap J. A. Denissen ◽  
Daniel Leonard Oberski ◽  
Klaas Sijtsma ◽  
Wim H. J. Meeus ◽  
...  
Keyword(s):  
Personality Traits ◽  
Big Five ◽  
Personality Trait ◽  
Rank Order ◽  
Early Adulthood ◽  
Emotional Stability ◽  
Big Five Personality ◽  
Level Change ◽  
Stability Change ◽  
Time Lagged

Using data from two large and overlapping cohorts of Dutch adolescents, containing up to seven waves of longitudinal data each (N = 2,230), the present study examined Big Five personality trait stability, change, and codevelopment in friendship and sibling dyads from age 12 to 22. Four findings stand out. First, the one-year rank-order stability of personality traits was already substantial at age 12, increased strongly from early through middle adolescence, and remained rather stable during late adolescence and early adulthood. Second, we found linear mean-level increases in girls’ conscientiousness, in both genders’ agreeableness, and in boys’ openness. We also found temporal dips (i.e., U-shaped mean-level change) in boys’ conscientiousness and in girls’ emotional stability and extraversion. We did not find a mean-level change in boys’ emotional stability and extraversion, and we found an increase followed by a decrease in girls’ openness. Third, adolescents showed substantial individual differences in the degree and direction of personality trait changes, especially with respect to conscientiousness, extraversion, and emotional stability. Fourth, we found no evidence for personality trait convergence, for correlated change, or for time-lagged partner effects in dyadic friendship and sibling relationships. This lack of evidence for dyadic codevelopment suggests that adolescent friends and siblings tend to change independently from each other and that their shared experiences do not have uniform influences on their personality traits.

scholarly journals CHOOSING TEACHING AS A PROFESSION: INFLUENCE OF BIG FIVE PERSONALITY TRAITS ON FALLBACK CAREER

2018 ◽  
Vol 76 (1) ◽  
pp. 100-108 ◽  
Author(s):  
Robert Tomšik ◽  
Viktor Gatial
Keyword(s):  
Personality Traits ◽  
Big Five ◽  
Personality Trait ◽  
Extrinsic Motivation ◽  
First Grade ◽  
Big Five Personality Traits ◽  
Openness To Experience ◽  
Big Five Personality ◽  
Teacher Trainees ◽  
Big Five Model

Personality plays a significant role in influencing motivation for choosing a perspective profession. As empirical evidence confirmed, personality traits conscientiousness, openness to experience, extraversion are in positive correlation with intrinsic motives for choosing teaching as a profession (in negative with personality trait neuroticism), and in negative correlation with extrinsic motivation and fallback career (in positive with personality trait neuroticism). The primary aim of research is to point out the importance of personality traits in career choices via detecting which personality traits are predictors of fallback career. In the research first grade university students (teacher trainees; N = 402) completed the Five Factor Inventory and SMVUP-4-S scale. As results show, Big Five personality traits are in correlation with fallback career and are a significant predictor of fallback career. The Big Five model together explained 17.4% of the variance in fallback career, where personality traits agreeableness, conscientiousness, openness to experience and neuroticism has been shown as a statistically significant predictor of fallback career of teacher trainees. Keywords: Big Five, career choice, fallback career, personality traits.

Structuring Disruption within University-Based Teacher Education Programs1: Possibilities and Challenges of Race-Based Caucuses

2019 ◽  
Vol 121 (6) ◽  
pp. 1-34 ◽  
Author(s):  
Manka Varghese ◽  
Julia R. Daniels ◽  
Caryn C. Park
Keyword(s):  
Teacher Education ◽  
Education Program ◽  
Teacher Candidates ◽  
Teacher Educators ◽  
Teacher Education Program ◽  
Teaching Profession ◽  
Teacher Identities ◽  
White Teacher ◽  
Race And Racialization ◽  
Emotion Labor

Background Teacher education candidates are in different places in terms of developing their identities and relationships to equity and social justice. Various approaches have been taken within university-based teacher education programs to engage with candidates, wherever they are in this development. One such approach has been engaging or drawing on teachers’ own lenses, especially through challenging and understanding their racialized selves. Purpose This conceptual article examines how race-based caucuses (RBCs) in one teacher education program attempted to shift candidates’ understandings of their racialized selves as related to their teacher identities. Context RBCs were instituted in one elementary teacher education program to help White teacher candidates and candidates of Color construct critical teacher identities. Candidates were asked to participate in caucuses according to the ways they had been racialized within schools. Facilitators who demonstrated a willingness to sit with the work of engaging race and racialization led the caucuses. Observances For the candidates of Color, the “overwhelming presence of Whiteness” in the teacher education program and in the schools required the RBCs to focus on reframing deficit narratives of teachers of Color to an asset-based view of their value and contribution to the teaching profession. The RBC provided space for White teacher candidates to explore the consequences of Whiteness for their future identities as teachers and for the kinds of communities that they could and wanted to cultivate with students. Messiness and challenges abounded in both RBCs. Discussion and Reflections Emotions—and especially emotion labor—were central to RBCs. For teacher candidates of Color, facing one's own oppression was painful but also presented opportunities for them to articulate emotions and experiences in relatively safe spaces. In a different way, the RBCs resulted in significant emotional upheaval for White teacher candidates that shifted into deeper self-reflection and sense of awareness and allyship (for some)— although in a few cases, RBCs led to even deeper resistance. Conclusions Race-based caucusing is a messy and challenging practice that can provide opportunities to reflect constructively on emotions and produce emotional upheaval for teacher candidates. Teacher educators and programs must approach RBCs with an orientation toward hyperreflexivity.

scholarly journals Challenges to capture the big five personality traits in non-WEIRD populations

2019 ◽  
Vol 5 (7) ◽  
pp. eaaw5226 ◽  
Author(s):  
Rachid Laajaj ◽  
Karen Macours ◽  
Daniel Alejandro Pinzon Hernandez ◽  
Omar Arias ◽  
Samuel D. Gosling ◽  
...  
Keyword(s):  
Personality Traits ◽  
Big Five ◽  
Large Scale ◽  
Big Five Personality ◽  
Response Patterns ◽  
Personality Measures ◽  
Middle Income ◽  
Internet Surveys ◽  
Education Levels ◽  
Systematic Response

Can personality traits be measured and interpreted reliably across the world? While the use of Big Five personality measures is increasingly common across social sciences, their validity outside of western, educated, industrialized, rich, and democratic (WEIRD) populations is unclear. Adopting a comprehensive psychometric approach to analyze 29 face-to-face surveys from 94,751 respondents in 23 low- and middle-income countries, we show that commonly used personality questions generally fail to measure the intended personality traits and show low validity. These findings contrast with the much higher validity of these measures attained in internet surveys of 198,356 self-selected respondents from the same countries. We discuss how systematic response patterns, enumerator interactions, and low education levels can collectively distort personality measures when assessed in large-scale surveys. Our results highlight the risk of misinterpreting Big Five survey data and provide a warning against naïve interpretations of personality traits without evidence of their validity.

Trait Emotional Intelligence, the Big Five Personality Dimensions and Academic Success in Physical Education Teacher Candidates

2009 ◽  
Vol 37 (7) ◽  
pp. 921-931 ◽  
Author(s):  
Serdar Tok ◽  
Suleyman Morali
Keyword(s):  
Emotional Intelligence ◽  
Academic Success ◽  
Personality Traits ◽  
Big Five ◽  
Teacher Candidates ◽  
Predictive Ability ◽  
Big Five Personality Traits ◽  
Big Five Personality ◽  
Trait Emotional Intelligence ◽  
Intelligence Scale

The predictive ability of the Big Five personality traits and trait emotional intelligence (EI) of physical education (PE) teacher candidates' academic success was examined. A total of 295 PE teacher candidates aged 23 to 32 completed the Short Form Five Factor Personality Inventory (Tatar, 2005) and the revised and adapted Schutte Emotional Intelligence Scale (Schutte et al., 1998) at the beginning of the 2007-2008 academic year. At the year's end, participants' grade point averages (GPAs) were matched to their trait EI and personality scores. Pearson product-moment correlations and hierarchical regression were used to analyze data. Academic success as GPA was found to be positively related with Openness to Experience and Conscientiousness and negatively related with Neuroticism. Additionally, a regression model consisting of the Big Five personality traits could predict a significant amount of variance in GPA. However, no association was identified between trait EI as measured by the Schutte Emotional Intelligence Scale and GPA. Trait EI also did not make any significant contribution to the predictive ability of the Big Five personality traits.

Customer personality and relationship satisfaction

2015 ◽  
Vol 33 (2) ◽  
pp. 122-142 ◽  
Author(s):  
Vishal Mishra ◽  
Sridhar Vaithianathan
Keyword(s):  
Relationship Satisfaction ◽  
Personality Traits ◽  
Big Five ◽  
Emerging Economies ◽  
Personality Trait ◽  
Mediating Effect ◽  
Equation Modeling ◽  
Big Five Personality ◽  
Content Type ◽  
The Relationship

Purpose – The purpose of this paper is to examine the influence of customer personality and customer relationship proneness (CRP) on customer’s relationship satisfaction (CS) with the firm in emerging economies context. In the study, the authors state that the relationship proneness of the customer (CRP) would be influenced by personality trait of the customer. To examine the argument on personality trait, the authors have adopted Big Five personality trait theory in this study. The authors also argue that CRP would influence CS. Furthermore the authors put forth that customer’s perception of marketer’s relationship orientation (RMO) would mediate the relationship between CRP and CS. Design/methodology/approach – Data for the study were collected through structured questionnaire. A sample of 428 respondents was obtained through questionnaire survey (response rate 41.19 percent) and the hypotheses depicting the aforementioned relationships were empirically tested in the context of banking services in India. Structural equation modeling (SEM) technique was used for data analysis. Findings – The results confirm that personality traits influences CRP. Further, customer’s perception of RMO is found to have a mediating effect. Research limitations/implications – The study utilizes cross-sectional data, so the results of the study might vary depending upon the context (country/sector). Practical implications – The outcomes of the study can be utilized by the marketers, particularly in the emerging economies like India for formulating targeted strategies in accordance with the personality type of the customers. Originality/value – The relationship between CRP, personality traits and CS of the customer using Big Five personality theory has been empirically analysed in the context of an emerging economy.

Sign in / Sign up

Export Citation Format

Share Document