Five teachers (judged to be effective teachers of behavior disordered children) were administered the Edwards Personal Preference Schedule and participated in an informal interview. A set of personality characteristics of effective teachers of the behavior disordered emerged. Such teachers tend to have a strong need for the following: dominance, intraception, affiliation, achievement, and succorance; and tend not to have a strong need for endurance, change, abasement, and aggression. Other important traits include a strong self-concept, a relationship orientation, a balance between introversion and extroversion, an ability to establish authority as a teacher (but not in an authoritarian manner), and patience.
From relationship orientation to task orientation: On the digitalization of clinical leaders
