Personality and Preservice Teachers Does It Change, Does It … · 2017. 4. 13. · Measuring Personality In the past several decades, an empirical strategy has taken promi-nence

Peter D. Wiens & Sean Ruday �

Volume 22, Number 2, Fall 2014

Personality and Preservice TeachersDoes It Change, Does It Matter?

Peter D. WiensUniversity of Virginia

Sean RudayLongwood University

Issues in Teacher Education, Fall 2014

Introduction

Inthestudieduniversity,arecurringdiscussionamongpreserviceteacherscentersaroundwhethergoodteachersarebornormade.ScottandDinham(2008)examinedthisissueandfoundthatmanypreser-viceteachersbelievethatsomepeopleareborntobegoodteachersandthatthisisagenetictrait.Darling-Hammond(2006),however,arguesthat“teachersareborn,notmade”isamythandhighlydamagingtoteachereducationandtoeducationmorebroadly.Further,Harrison,Smithey,MacAffee,andWeiner(2006)describetheimportanceofhav-inga“teacher’sheart”butassumethatthiscanbedevelopedinteachercandidatesevenbeforeenteringtheteachereducationprogram. Theargumentthatteachersaremade,notborn,isespeciallycom-pellingtoteachereducators.Asteachersofteachers,teachereducatorsmustbelieveinthelearningpotentialofallpreserviceteachersadmittedintotheirprograms.Ifateachercandidatehasthemotivationtobecomeareflectivepractitionerofthecraftofteaching,thenateachereducatorbelievesthatthatpersoncan,indeed,developintoaneffectiveteacher.However,atitsheart,thisisanempiricalquestionthatneedstobeex-

Peter D. Wiens is an assistant professor of education at the University of Wisconsin-Parkside, Kenosha, Wisconsin. Sean Ruday is an assis-tant professor in the Department of English and Modern Languages at Longwood University, Farmville, Virginia. Their e-mail addresses are [email protected] & [email protected]

Personality and Preservice Teachers8

Issues in Teacher Education

amined.Inarticlepaper,theauthorsattempttounderstandoneaspectofteachercandidates,personality,anditspotentialimpactonteachingquality.First,theauthorsexaminewhichpersonality,accordingtothefive-factormodel,preserviceteacherstendtohave.Thentheauthorsexaminethestabilityofpersonalityoverthecourseofateachertrain-ingprogram.Finally,theconnectionsbetweenteachingperformance,feelingsaboutteaching,andpersonalityareassessed.

Review of the Literature

Teachersarecrucialtothesuccessofschools,andresearchersbe-lievethatteachersarethegreatestin-schoolfactorforachild’ssuccessinschool(Nye,Konstantopoulos,&Hedges,2004;Rivkin,Hanushek,&Kain,2005;Rockoff,2004).Theresponsibilityforensuringthateachvacantteachingpositionisfilledwithacompetent,ifnotoutstanding,teacherhaslargelyfallentoschooldistrictrecruitersandtheteachereducationschoolsthatpreparethecandidates.Theroleoftheteachereducationschoolsinthisprocesshasdevelopedintoatwofoldrespon-sibility.First,teachereducationschoolsserveastheinitialgatekeepersintotheprofession,theoreticallyscreeningoutanyindividualswhodonotshowthepotentialtobeeffectiveteachers.Second,theseprogramspreparefutureteacherswiththenecessaryknowledgeandskillstobeeffectivewhentheyareplacedinschoolsasin-serviceteachers. Whilealternateroutestocertificationexist,theauthorsexaminedpre-serviceteachersenrolledinauniversityteacher-educationprogram.TheNationalResearchCouncil(2010)notedthat�0-80%ofaspiringteachers“areenrolledin‘traditional’programshousedinpostsecondaryinstitu-tions;therestentertheprofessionthroughoneoftheapproximately130‘alternative’routes”(p.2).Althoughalternativeprogramstendtoattractnontraditionalcandidatestotheteachingprofession(Rosenberg&Sinde-lar,2005),researchhasrevealedsomekeysimilaritiesinindividualsthatentertheprofessionthroughtraditionalandalternativeprograms.Bowe,Braam,Lawrenz,andKirchoff(2011)studiedaspiringSTEMteachersinalternativeandtraditionalcertificationprogramsandfoundthatthefutureteachersintheseprogramsweresimilarindemographicandmostaffectivecharacteristics.Thegoalsofalternativelicensureprogramstendtobeespecially“pragmatic,”“typicallycenteringonfillingspecificperson-nelneeds,suchashigh-needsubjectareasanddifficult-to-staffschools”(McCray,Rosenberg,Bronwll,Leko,&Long,2011,p.56). Inaddition toplacingeffective teachers ineveryclassroom, it isnearly as important to retain them. Retaining teachers has becomean important issue for school districts (Ingersoll & Smith, 2003), as

Peter D. Wiens & Sean Ruday �


evidencepointstotheharmfuleffectsofteacherturnoveronstudents(Boyd,Grossman,Lankford,Loeb,&Wyckoff,2008;Ronfeldt,Loeb,&Wyckoff,2013).TeacherturnoverhasbeenanongoingprobleminU.S.schools, with large numbers of teachers leaving within the first fiveyearsofenteringtheprofession(U.S.DepartmentofEducation,200�).However,teacherswhoentertheprofessionwithahighlevelofinitialcommitmentstay intheclassroommuchlonger (Chapman&Green,1�86;Rots,Aelterman,Devos,&Vlerick,2010).Therefore,examiningthecommitmenttotheprofessionandsatisfactionwithcareerchoiceofrecentlygraduatedpreserviceteachersmaybeusefulforunderstandinghowlongtheywillremainintheprofession. Understandingwhetherthereareindividual,non-malleableperson-alitytraitsthatpredictsuccessintheclassroomiscrucialforteachereducationandschooldistrictteacherrecruiters.Notallindividualswhodesiretoteachareequallycapableofbeingeffectiveteachers(Haber-man,1��5;Leigh,2010).Ifspecificpersonalitytraitscanbeidentifiedandshowntoreliablypredictteacherperformance,theselectionroleofteachereducationprogramsmustchangetoaccommodatethisunder-standing.Currently,teachereducationprogramstendtoadmitcandi-datesbasedonacademicskills,asevidencedbygradepointaveragesandstandardized tests (AmericanAssociationofCollegesofTeacherEducation,2012).However,uncoveringapersonalitytraitthatpredictsteachingsuccesscouldgiveteachereducationprogramsanothertoolforidentifyingandacceptingonlythosecandidateswhoarelikelytobesuccessful.Whilethisisapowerfulidea,itremainsunclearwhetherthereisalinkbetweenpersonalitytraitsandteachingperformance.

The Search for Predictors of Teaching Success

Thereisanongoingsearchamongeducationresearchersandschooldistrictadministratorstofindmeasurablecharacteristicsofteachersthatwillpredictsuccessinclassroominstruction(Rockoff,Jacob,Kane,&Staiger,2008).Alargeamountofresearchhasfocusedonadminis-trativecharacteristicsofindividualteachers,suchasachievementandcertificationtestscores,teacherpreparationroute,certificationstatus,andselectivityoftheuniversityattended(Goldhaber,2008). Whenfocusingontheseeasilymeasurablecharacteristicsofteachers,itcanbedifficulttofindmeaningfulpredictorsofteachereffectiveness.High-achieving individuals, as demonstrated by their attendance athighlyselectivecollegesanduniversities,doappeartobesomewhatmoreeffectiveinproducinglearninggainsintheirstudents(Boyd,Lankford,Loeb,Rockoff,&Wyckoff,2008).Similarly,certifiedteachersgenerally



showbetterachievementgainsthandouncertifiedteachersinsimilarteachingenvironments(Clotfelter,Ladd,&Vigdor,200�).Theuncertifiedteachersoftentendtobelessacademicallysuccessfulandaremorelikelytobeteachinginasubjectaboutwhichtheyarenothighlyknowledgeable.Theteacherpreparationroutealsohasbeenusedtopredictteachersuc-cess.Thiscomparisonbetweentraditionalteachercertificationprogramsandalternativeteachercertificationhasshownsomesmalladvantagesfortraditionalcertification,butthesedifferencesarenegligibleafteracoupleofyearsofteaching(Constantineetal.,200�). Acommonrefrainintheseeffortsbyresearcherstoidentifypredic-torsofteachereffectivenessisthatindividualcharacteristicsaremoreimportant thanadministrative characteristics. Inotherwords, theseadministrationclassifications,whileeasilyaccessedbyresearchers,donotaccount forthemajorityof thevariance inteachereffectiveness.Manyofthedifferencesbetweenteachersremainunexplainedandarelikelyattributedtotheindividualcharacteristicsoftheteacher.

Measuring Personality

Inthepastseveraldecades,anempiricalstrategyhastakenpromi-nenceformeasuringandidentifyingpersonalitytypes.Researchinthisfieldhasledtothecreationofthe“BigFive”structureofconceptualizingpersonality(Costa&McCrae,1��2).Thefivefactorsincludeneuroticism,extraversion,opennesstoexperience,agreeableness,andconscientious-ness.Ripski,LoCasale-Crouch,andDecker(2011)describethefactorsasfollows:

Neuroticismischaracterizedbynegativeemotions,suchasanxietyandlowself-esteem.Extraversionisdefinedbybeingsociableandassertive.Thoseindividualshighonopennesstendtobecuriousandimaginative.Personswithahighdegreeofagreeablenessaresympatheticandeasilymoved.Finally,conscientiousnessischaracterizedbyahighdegreeofresponsibilityanddetermination.(pp.�8-��)

Further,theNEO-FiveFactorInventory(NEO-FFI)(Costa&McCrae,1��2;Costa,McCrae,&Dye,1��1)hasbecomeapopularinstrumentforassessingpersonalityinavarietyofsettings.

Personality—A Stable Trait or Changing Disposition?

Ifpersonalityisamovingtarget,itcannotbeveryusefulforpredictingteachingsuccess.Similarly,personality,ifitisconstantlyinflux,wouldnotmakeaneffectiveconstructforunderstandingwhetherteachersarebornormade.Whilepersonalitycertainlychangesoverthecourseofa

Peter D. Wiens & Sean Ruday 11


person’slife,thereneedstobeacertainlevelofstabilityofmeasureablepersonalitycharacteristics. Thereisdebateintheliteratureoverthestabilityofpersonalitytraits.CostaandMcCrae(1��4)arguethatpersonalityislargelystable.However,thereislongitudinalevidenceofpersonalitychangeoverthecourseofadulthood(Helson,Jones,&Kwan,2002).Inyoungadulthood,thepictureisevenlessclear.Thecollegeyearsareconsideredtobeatimeofgreatchangeinthelivesofyoungadults(Arnett,2000).Research,however,doesnotseemtosuggestthatpersonalitychangesinanygreatwayduringthistimeoftransition(Ripskietal.,2011;Robbins,Fraley,Roberts,&Trzesniewski,2001). Thestabilityofpersonalityinyoungadultsisimportantinteachereducationbecausepolicymakersandschoolofficialsareinterestedinmakingconnectionsbetweenmeasureablecharacteristicsandteachingsuccess.Ifpersonalityisstableandmeasurable,itmaybeusefulforpredictingsuccess intheclassroomor thecommitmenttoremain inteaching.

Personality and Teaching Quality

Outside of education, personality has been studied extensivelyrelatedtoworkplaceperformance.Inanextensivereviewofresearch,Ones,Dichert,Viswesvaran,andJudge(200�)arguethatpersonalityfactors,specificallytheBigFive,areausefultool,stating,“TheBigFivepersonalityvariablesasasetpredictimportantorganizationalbehaviors(e.g.,jobperformance,leadership,andevenworkattitudesandmotiva-tion)”(p.1010).Personalityhasshowntoberelatedtojobsatisfaction(Judge,Heller,&Mount,2002)and,incertaincircumstances,alsocor-relateswithjobperformance(Barrick&Mount,1��1).Inmanyways,however,teachingisauniqueprofession,andfindingsfromotherworkenvironmentsdonotnecessarilypertaintotheteachingenvironment. Personalityhasbeenstudiedbyeducationalresearchersfordecades.OneexampleofsuchresearchisMcCarthy’s(1�8�)4MATmodel,whichdivideslearnersintofourtypesbasedonpersonalityandlearningstyle:experiencing(Type1),conceptualizing(Type2),applying(Type3),andcreating(Type4).Thisassessmentmeasure,whilenoteworthy,focusesonstudents’attributesandnotonteachingperformance.Infact,therehasbeenaninabilitybyresearcherstomakeclearconnectionsbetweenpersonalityandteachingperformance(Rockoffetal.,2008).Whileperson-alityhasbeenlinkedtoeffectiveteachinginafewcases(Barrett,1��1),ithasnotbeenconnectedtobroadmeasuresofteachingeffectiveness.Rockoffetal.didfindthatcertainaspectsofpersonalityarepositively



correlatedwithin-serviceteacherevaluationsbutonlymarginallywithstudentachievementresults.Whilehighlydistinguishedteachershavebeenshowntodifferfromotherteachersinmeasuredpersonality,Rush-ton,Morgan,andRichard(200�)didnotattempttocorrelateteachingeffectivenessandpersonality.Otherresearchonpersonalityinteachinghasshownlinksbetweenpersonalityandimportantfactorsotherthanstudentachievement.InnesandKitto(1�8�)foundthatteacherswhodemonstratedhighneuroticismweremorelikelytosufferfromstress. Littleresearchhasbeenconductedontherelationshipbetweenthepersonalityofpreserviceteachersandtheirteachingperformance.Inperhapsthemostcompletestudyconductedtodateonpreserviceteacherpersonalityand teachingperformance,Ripskietal. (2011) showedalink between conscientiousness and observed teaching performance.Further,Jamil,Downer,andPianta(2012)demonstratedalinkbetweenpersonality and teaching self-efficacy.They showed that extravertedpreserviceteachersweremorelikelytohavehighself-efficacyintheirteachingabilities.Thisdoesnotnecessarilyshow,however,thatextra-vertedpreserviceteachersaremoreeffectiveteachers. ThisstudyseekstobuildontheworkofRockoffetal.(2008)andRipskietal.(2011).Specifically,itseekstoreplicatetheworkofRipskietal.intheiranalysisofthestabilityofpreserviceteacherpersonalityandtobuildonthatstudybyaddinganoutcomemeasure.Asnoted,whileteachingperformancemaybehighlyimportant,retaininggoodteachersisequally,ifnotmore,important.Theimportanceofthesecon-ceptsinspiredthisstudy,whichusessurveyquestionsthatdeterminesatisfactionwith thedecision tobecomea teacherandmay indicatecommitmenttotheprofession.

Methods

Procedures

Datawerecollectedatamid-Atlanticuniversity’sschoolofeducation,considered“mostselective”(U.S.News&WorldReport,2012),overfouryears,aspartofalargerdata-gatheringinitiative(Wiens,2014).Partici-pantsinthisstudywerepreserviceteachersinafive-yearbachelor’splusmaster’sdegreeprogram.Inthisprogram,studentsentertheteachereducationprograminthethirdyearoftheirundergraduateprogram.Theycompletethemajorityoftheireducationcourseworkandalloftheirundergraduatecourseworkbytheendoftheirfourthyear.Studentsthenparticipateinaone-semesterfallstudentteachingplacementintheirfifthyear.Here,theauthorsreporton8�participantsfromtwocohortsofstudentswhocompletedthesurveysthreetimesandrepresentap-



proximately34%ofthetotalteachereducationstudentsineachcohort.Thesurveysusedinthisstudyarepartofarequiredblockofsurveysthat teacher education studentsare expected to complete eachyear,unlesstheyelecttocompletealternativeresearchassignments(Wiens,2014). Thesamplewas8�% femaleand11%male.Further,�4%of theparticipantsidentifiedthemselvesasCaucasian,11%asAsian,5%asAfricanAmerican,and10%asotherracialcategoriesorunspecified.Inthesample,54%wereseekinglicensureinelementaryeducation,15%inEnglish,6%inforeignlanguage,�%inmathematics,3%inscience,13%insocialstudies,and2%inotherareas.Measures

Dataforthisstudywerecollectedusingthreedifferentmeasures.Thetwosurveyinstrumentswereon-linemeasuresforwhichpreser-viceteachersrespondedtoquestionsandstatements.Thetwosurveymeasuresarepartofthesame,largersurveythatpreserviceteacherscompleteduringeachyearoftheirteachereducationprogram.Asnoted,thesurveysarecompletedinthespringsemester;therefore,thethirdadministrationofthesurveyswascompletedafterthestudentteachingexperienceinthesemesterpriortotheindividuals’enteringtheteachingprofession.Thethirdinstrumentwasastandardizedobservationaltoolforassessingteachingeffectivenessthroughexaminingteacher-studentinteractions.Preserviceteacherswerenotprovidedwiththeresultsofanyoftheinstrumentsforthedatareportedherein.

Personality measure.PreserviceteacherpersonalitywasmeasuredusingtheNEO-FFI,which,asnoted,identifiesfivepersonalityfactors:neuroticism,extraversion,openness,agreeableness,andconscientious-ness(Costaetal.,1��1;seeAppendixA).Participantsrespondedto60items on a 5-point Likert scale of 1=strongly disagree to 5=stronglyagree,forwhichhigherresponsesindicatedagreaterinclinationtothatpersonalitytype.Itemsfromthedifferentfactorsincluded,“Ioftenfeelinferiortoothers”(neuroticism);“Iliketohavealotofpeoplearoundme”(extraversion);“Ioftentrynewandforeignfoods”(openness);“MostpeopleIknowlikeme”(agreeableness);and“Ikeepmybelongingsneatandclean”(conscientiousness).

Teaching effectiveness measure. Preservice teacher effectivenesswasmeasuredbytheClassroomAssessmentScoringSystem(CLASS).CLASShasbeenrecognizedasanimportantmethodofmonitoringef-fectiveteachingandhasbeenselectedasamonitoringtoolforHead



Startprograms(LaParo,Pianta,&Stuhlman,2004;LoCasale-Crouchetal.,200�).CLASSalsohasbeenutilizedbyvariousresearchersasaneffectivemeasurementinelementaryandsecondaryclassrooms(Graue,Rauscher,&Sherfinski,200�;LaParoetal.,200�;Malmberg&Hagger,200�).Studies sponsoredby several recognizededucational researchagencies,suchastheGatesFoundation,EducationalTestingService,andtheNationalInstituteofChildHealthandHumanDevelopment,alsohaveusedCLASS(Ewing,2008;GatesFoundation,2010). PiantaandHamre(200�)conceptualizedCLASSasanobservationtoolthatassessesthoseteacher-studentinteractionsthatcontributetostudentdevelopmentasaresultoftheclassroomexperienceanden-vironment.TheCLASSframeworkdividesclassroominteractionsintothreemajordomains:emotionalsupports,classroomorganization,andinstructionalsupports.Eachofthethreedomainsrepresentsasetoftenspecificdimensionsofacademicandsocialsupportsthatarelinkedtostudentdevelopment(Hamre,Pianta,Mashburn,&Downer,200�;Pianta&Hamre,200�).Finally,eachofthedimensionsissupportedby indicators that are demonstrable to the observer. For example, ateacherwhoisobservedprovidingrepetitiveandscaffoldedfeedbacktostudentsduringinstructionwouldbeassessedasappropriatewithintheinstructionalsupportdomain,thequalityoffeedbackdimension,andthefeedbackloopindicator. TheCLASSframeworkissupportedbyresearchinbotheducationandpsychology(Hamre&Pianta,200�)andisdesignedtobeausefulmetricforthesystematicresearchofclassroomeffectsinteacheredu-cation (Hamreetal., 200�;Pianta&Hamre,200�).Teacher-studentinteractionsarethe“proximalprocessesthatdeterminetheextenttowhichschoolingeffectivelyleadstodevelopmentandlearning”(Hamreetal.,200�,p.20).BecausetheCLASSframeworkfocusesonproximalprocessesinclassroominteractions,itisconceptuallyrelevantacrossgradelevels,frompreschooltohighschool.CLASS-basedstudieshaveconsistentlyfoundassociationsbetweenobservableclassroombehaviorsoutlinedintheCLASSprotocolandstudentdevelopmentandlearning(Curby,Rimm-Kaufman,&Ponitz,200�;Pianta,Belsky,Vandergrift,Houts,&Morrison,2008). Intheteachereducationprogram,preserviceteachersintheirfinalyearcompleteaone-semesterstudentteachingplacementinthefallsemester. The preservice teachers video-record themselves during aspecifiedperiodoftimewhentheyhavetakenonfullteachingrespon-sibilities.Fromthevideos,twosetsofCLASScodesaregeneratedbytrainedratersfromdifferentteachingsessionsthatarethencompositedintoonemeanscore.Raterswereinitiallytrainedtoreliabilityonthe



toolthrougharigoroustwo-daytrainingsession,wheretheylearnedthe CLASS framework and conducted multiple practice tests.Then,observerspassedareliabilitytestbyusingtheCLASStoolsuccessfullyacrossmultipleclassroomsituations.Allratersmustdemonstratean80%agreementofwithinonescoreofamastercodinglisttobeconsideredreliable.Inthisstudy,theraterswereoftentheuniversitysupervisorsassignedtomentorandevaluatethestudentteachers.

Satisfaction with teaching and commitment to teaching.TheFactorsInfluencingTeachingChoice(FIT-Choice)Scalemeasuresthefactorsthatinfluencethechoicetoteachforpreserviceteachersandthefeelingsaboutthedecisiontobecomeateacher(Watt&Richardson,200�).Thisstudyusedasub-scaleoftheFIT-Choicescalethataddressessatisfac-tionwithteachingchoice.Thefiveitemsusedinthisstudybeginwith,“Your thoughts regarding teaching . . . ,”andparticipants rate theirresponsestothestatementsona�-pointLikertscalefrom1=notatallto�=extremely.Thefivequestionsareasfollows:

1.Howsatisfiedareyouwithyourchoiceofateachingcareer?

2.Howsureareyouthatyouwillpersistinteaching?

3.Howmucheffortwillyouputintoyourteaching?

4.Towhatextentdoyouaimtoundertakefurtherprofessionaldevel-opment?

5.Towhatextentdoyouaimtotakeupaleadershiproleinschools?

These five questions provide some indication of the commitment toteachingthatpreserviceteachersinthissampleholdinthesemesterpriortoenteringtheteachingworkforce.

Analysis

Asnoted,the60itemsinthesurveywerecompositedintofivefactors:neuroticism,extraversion,openness,agreeable,andconscientiousness.Cronbach’salphaswerecomputedforeachfactortodetermineinternalconsistency.Allfactorswerewellwithinacceptablerangesforreliability.Theneuroticismalphasrangedfroma=.85inthefirstyeartoa=.8�inboththesecondandthirdadministrationofthesurvey.Extraversionfactorshad lowerreliabilitycoefficientsbutwerestillwithinaccept-ableranges,froma=.84inthefirstyear,a=.82inthesecondyear,anda=.�8inthethirdyear.Reliabilitycoefficientsfortheopennessfactorwerea=.�5,a=.�6,anda=.�3forthefirsttothirdyears,respectively.Theagreeablefactorshowedstrongreliabilityaswell,withCronbach’s



alphasofa=.82,a=.84,anda=.8�forthethreeadministrationsofthesurvey.Finally,conscientiousnesswasa=.8�forthefirstyear,a=.8�forthesecond,and.�0forthefinalyear. Longitudinalanddescriptiveanalysiswasconductedinthreeparts.Thepurposeof theanalysiswas tounderstandwhetheranyonecanlearntobecomeanexcellentteacherorwhetherthereisaninternalpersonalitytraitthatdeterminesteachingsuccess.Foratooltobeuse-fulinmeasuringapersonalitytrait,itmustfirstdemonstratestabilityofpersonalityovertime.Todeterminewhetherpersonalitywasastableconstructovertimeinthesampleofpreserviceteachers,NEO-FFIfac-torswereexaminedoverthethreeyearsoftheprogram.Theresultsofthisanalysis,conductedusingpairedsamplet-testsforthedifferencesbetweenthefirstand lastadministrationsof thepersonalitysurvey,weresignificant. Thesecondanalysiswasconductedtodeterminewhichpersonal-itytypeswerestrongestinthesampleofpreserviceteachers.Simpledescriptive analysis was run to determine the strongest personalitytypesofthepreserviceteachers.Meansandstandarddeviationswerecalculatedacrossthethreeadministrationsofthepersonalitysurvey.Similarly,descriptivestatisticswerecalculatedforteachingperformanceusingtheCLASSmeasure. Thefinalanalysisprovidedevidenceof theassociationsbetweenpersonality,theteachingsuccessofpreserviceteachersintheirstudentteaching placements, and their career choice satisfaction. BivariatecorrelationswerecalculatedusingalloftheNEO-FFIfactors,eachofthethreedomainsofCLASSscores(emotionalsupports,classroomor-ganization,andinstructionalsupports),andthefivequestionsfromthecareersatisfactionsurvey.AnalysiswasconductedusingSPSSsoftware,Version18.Resultsoflongitudinalanalysissupportedconductingthecorrelationanalysisusingonlythefinalyearsurveydata.ThisalsowasconsistentwiththefactthattheCLASSdatawerecollectedonlyinthethirdyearofdatacollection.

Results

Analysisofthestabilityofpersonalityoverthethreeyearsofthefive-yearbachelor’splusmaster’sdegreeprogramshowednochangefromyearonetoyearthree.Resultsofthepairedsamplest-testsarereportedinTable1.Thechangeinfactorscoresfromthefirstyeartothethirdyearisrecordedinthesecondcolumnfromtheright(a).Thechangesinscoreswerequitesmall,rangingfrom.08to.01.Noneofthedifferencesbetweenthefirstandthirdyearswassignificant,withvaluesfromp=.141

Peter D. Wiens & Sean Ruday 1�


top=.838.Thedemonstratedstabilityofpersonalityoverthethree-yearteachereducationprogramallowedforfurtheranalysisofthedata. The secondset ofanalysis sought tounderstand thepersonalitytypesofpreserviceteacherswhocompletedthesurveyatallthreetimepoints.DescriptiveresultsarepresentedinTable2.Inthethirdyear,preserviceteachersinthissampledemonstratedhighestscoresintheagreeableness(M=4.01)andconscientiousness(M=4.00)factors.Extra-version(M=3.68)andopenness(M=3.48)weresomewhatlessstronglyassociatedwithpreserviceteachersinthissample.Basedonthesurveyresponsescollectedinthisstudy,preserviceteachersshowedtheleasttendencytowardneuroticism(M=2.53) Correlationswerecalculatedtoestimatetheassociationbetweenpersonality,teachingperformanceasmeasuredbyCLASS,andcareersatisfaction.ResultsofthebivariatecorrelationsaredisplayedinTable3. For these preservice teachers, there was no relationship betweenpersonalityasmeasuredby theNEO-FFIandteachingperformanceasmeasuredbyCLASS.Thiscanbeseeninthelackofsignificantcor-relationsbetweenanyoftheNEO-FFIfactorsandthethreeCLASSdomains. Correlations between personality and CLASS ranged fromr=.006tothelargestassociationofr=.204;however,noneofthesewasstatisticallydifferentfromzero. Personalitydidhavea relationshipwith career satisfaction.Theneuroticismfactorshowedanegativerelationshipwiththreeoftheques-tionsonthesatisfactionsurvey.Preserviceteacherswhoscoredhighinneuroticismwerelesslikelytobesatisfiedwithteaching(r=-.2��,p



topersistinteaching(r=.210,p



termsofclassroomorganizationwerelesslikelytobehappywithteach-ing(r=-.348,p



Incontrast,studentsinthisstudyshowedalowinclinationtowardtheneuroticismfactor.Thiscanbeseenasapositiveoutcomebecauseresearchindicatesthatneuroticismisassociatedwithnegativeaffectandatendencytowardpsychologicaldistress(Costa&McCrae,1�80).WhilenotdirectlycorrelatedwithteachingperformanceasmeasuredbyCLASSinthissample,certainlyteacherswhoarelessinclinedtoemotionalandpsychologicalstressmaybebetterequippedtocontendwiththechallengesofenteringtheteachingprofession. Additionalanalysissuggeststhatpersonalitytypeasmeasuredbythefive-factorinventoryisnotcorrelatedwithteachingperformanceasmeasuredbyCLASS.Thesefindingssuggestthatpersonalityisnotapredictorofteachingperformanceandshouldnotbeusedinteachereducationadmissiondecisionsorinthehiringdecisionsofschools.Thenon-significantrelationshipbetweenpersonalityandpreserviceteach-ingeffectivenessmirrorsresultsfoundbyRockoffetal.(2008).Intheirstudy,theyfoundapositiverelationshipbetweenconscientiousnessandextraversionandteachereffectivenessforfirst-yearin-serviceteachers,butitalsowasnotsignificant.Thesedataareencouragingforteachereducationprogramsbecausetheyindicatethatallpersonalitytypesareequallycapableofbecomingexcellentteachers. Therewas,however,asignificantrelationshipbetweenpersonal-ityandcareersatisfaction.Thepreserviceteacherswhoscoredhighinneuroticismwerelesslikelytobehappywiththeircareerchoice,lesslikelytopursueteachingasacareer,andlesslikelytoplanonputtingeffortintoteaching.Teacherswhoaremorecommittedtoteachinguponexitingtheteachereducationprogramtendtostayinteachinglonger(Chapman&Green,1�86;Rotsetal.,2010).Thus,itbearsnotingthatcertainpersonalitytypes,extraversionandagreeableness,appearmorepredisposedtopersistingintheteachingprofession. Finally,thefindingthatpreserviceteacherswhodemonstratelowinstructionalqualityarelesslikelytopersistinteachingwarrantsspecialconsideration.Perhapsthisisanindicationthatsomeofthepreserviceteacherswhoarenotsuitedtoateachingcareerarevoluntarilyremovingthemselvesfromtheprofession.Thisalsomayindicatetheimportanceofthestudentteachingplacement.Thesepreserviceteacherscompletedthecareersatisfactionsurveywhentheirmostrecentandmostimportantteachingexperiencewasaone-semesterstudentteachingplacement.Followingthatplacement,someofthepreserviceteachershaveclearlydecidedthatteachingisanotagoodcareerchoiceforthem. Thedatapresentedinthisstudysuggesttworelated,butsomewhatcontradictory,findings.First,datafromthisstudysuggestthatspecificpersonalitytraitsarenotspecifictoteaching,asthesetraitsarenot



associated with teaching performance. However, teachers of certainpersonalitytypesmightbemoresatisfiedwithteachingasacareerandstayintheprofessionlonger.

Limitations and Future Research

Thesampleforthisstudyisaveryspecificpreserviceteacherpopu-lation.Thefactthatitcompromisedonlyone-thirdofstudentsintwocohortsatahighlyselectiveuniversitycertainlylimitstheabilitytomakegeneralizationsoutsideofthesample.Itispossiblethatcertainpersonalitytypesarelikelytoattendhighlyselectiveuniversitiesand,therefore,thevariabilityinpersonalitydistributionislimitedinthissample.Thesmallsamplesizealsomayhavelimitedthestatisticalpowertodetectsignificantrelationshipsbetweenvariablesmeasuredinthisstudy.Inaddition,thepreserviceteachersrepresentedinthissample represent specificdemographics,with theirparticularages,genders,ethnicities,andsocioeconomicstatuses.Replicatingthisstudyinabroaderpopulationofpreserviceteachersmayyieldevenmoreconclusiveresults. Theauthorsbeganbyaskingwhethergreatteachersarebornormade.Theevidencehere suggests thatpersonality,asa cornerstoneofwhoteachersare,doesnothavearelationshiptoteachingquality.However,theremaybeotheraspectsofpersonalitynotmeasuredbytheNEO-FFIthatdopredictteachingquality.Perhapsmotivationorreflectivebehaviorscouldbereasonablepredictorsofteachingquality.Futureresearchneedstobeconductedusingawidervarietyofperson-ality-relatedmeasurestounderstandthisissuemorefully. Thisstudyalsowaslimitedbytime.Theauthorstestedtherela-tionshipbetweenpersonalityandteachingeffectivenessinthestudentteachingplacement.Future research shouldbe conducted that teststhesamerelationshipbutalsofollowspreserviceteachersintothefield.Furtherlongitudinalanalysisneedstobeconductedthatfollowspre-serviceteachersthroughtheirteachereducationprogramandintothefieldtobegintounderstandwhatcharacteristicsofpreserviceteacherspredictteachingquality.

Conclusion

Aregreatteachersbornthatway?Evidencesuggeststhatpersonality,astabletraitthroughyoungadulthood,isnotassociatedwithteachingability.Thisanalysiscontributestoanempiricalunderstandingthatanyonecanbecomeagreatteacher.Thepurposeofthisarticlewasnot



tomakeadefinitiveargumentaboutwhethergreatteachersarebornormadebutsimplytocontributetothediscussion. Thedatareportedinthisarticlehaveimplicationsforteachingedu-cationprograms.Thefirstoftheseimplicationsisthatpersonalityisnotapredictorofteachingperformanceand,therefore,shouldnotbeusedinadmissionsdecisionsforteachereducationprograms.ThisisbecausepersonalityasmeasuredbythefivefactorinventoryisnotcorrelatedwiththeCLASSmeasurementofteachingperformance.Thisfindingbuildsonpreviousresearch(Rockoffetal,2008)thatsuggeststhatteacherswithavarietyofpersonalitytraitscanbecomeeffectiveteachers. However, thedataalsosuggest that teachereducationprogramslookcarefullyatpre-serviceteachersenrolledintheirprogramswhodisplaycharacteristicsofneuroticismtohelpthoseindividualsdecidewhethertheywillultimatelyenjoyteachingasacareerandstayintheprofession.Becausepre-serviceteacherswhoscorehighinneuroticismwerelesslikelytobehappywiththeircareerchoice,lesslikelytopursueteachingasacareer,andlesslikelytoplantoputeffortintoteaching,itmaybehooveteachereducationprogramfacultyandadministratorstolookforvisiblesignsofanxietyandlowself-esteemamongtheirpre-serviceteachercandidates.Afteridentifyingstudentswhodisplaythesecharacteristics,teachereducatorscancloselymonitorthemandobservetheirprogress.Monitoringandtrackingtheprogressofthesestudentscanallowteachereducatorstogaugetheireffectiveness.Ifanxietyandlowself-esteemappeartobehinderingthepre-serviceteachers’likeli-hoodofbecominghappyandeffectiveteachers,teachereducatorscanthenmeetwiththesestudentstohelpthemdecidewhetherteachingisultimatelythebestcareerforthem.

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Appendix A

NEO-5 Factor Inventory

Neuroticism 1.Iamnotaworrier*6.Ioftenfeelinferiortoothers11.WhenI’munderagreatdealofstress,sometimes,IfeellikeI’mgoingto pieces16.Irarelyfeellonelyorblue*21.Ioftenfeeltenseandjittery26.SometimesIfeelcompletelyworthless31.Irarelyfeelfearfuloranxious*36.Ioftengetangryatthewaypeopletreatme41.Toooften,whenthingsgowrong,Igetdiscouragedandfeellikegivingup46.Iamseldomsadordepressed*51.Ioftenfeelhelplessandwantsomeoneelsetosolvemyproblems56.AttimesIhavebeensoashamedIjustwantedtohide

Extraversion2.Iliketohavealotofpeoplearoundme�.Ilaugheasily12.Idon’tconsidermyselfespecially“light-hearted”*1�.Ireallyenjoytalkingtopeople22.Iliketobewheretheactionis2�.Iusuallyprefertodothingsalone*32.IoftenfeelasifI’mburstingwithenergy3�.Iamacheerful,high-spiritedperson42.Iamnotacheerfuloptimist*4�.Mylifeisfast-paced52.Iamaveryactiveperson5�.Iwouldrathergomyownwaythanbealeaderofothers*

Openness to Experience3.Idon’tliketowastemytimedaydreaming*8.OnceIfindtherightwaytodosomething,Istickwithit*13.IamintriguedbythepatternsIfindinartandnature18.Ibelievelettingstudentshearcontroversialspeakerscanonlyconfuse andmisleadthem*



23.Poetryhaslittleornoeffectonme*28.Ioftentrynewandforeignfoods33.Iseldomnoticethemoodsorfeelingsthatenvironmentsproduce*38.Ibelieveweshouldlooktoourreligiousauthoritiesfordecisionsonmoral issues*43.SometimeswhenIamreadingpoetryorlookingataworkofart,Ifeela chillorawaveofexcitement48.Ihavelittleinterestinspeculatingonthenatureoftheuniverseorthe humancondition*53.Ihavealotofintellectualcuriosity58.Ioftenenjoyplayingwiththeoriesorabstractideas

Agreeableness4.ItrytobecourteoustoeveryoneImeet�.Ioftengetintoargumentswithmyfamilyandco-workers*14.SomepeoplethinkI’mselfishandegotistical*1�.Iwouldrathercooperatewithothersthancompetewiththem24.Itendtobecynicalandskepticalofothers’intentions*2�.Ibelievethatmostpeoplewilltakeadvantageofyouifyouletthem*34.MostpeopleIknowlikeme3�.Somepeoplethinkofmeascoldandcalculating*44.I’mhard-headedandtough-mindedinmyattitudes*4�.Igenerallytrytobethoughtfulandconsiderate54.IfIdon’tlikepeople,Iletthemknow*5�.Ifnecessary,IamwillingtomanipulatepeopletogetwhatIwant*

Conscientiousness 5.Ikeepmybelongingsneatandclean10.I’mprettygoodaboutpacingmyselfsoastogetthingsdoneontime15.Iamnotaverymethodicalperson*20.Itrytoperformallthetasksassignedtomeconscientiously25.Ihaveaclearsetofgoalsandworktowardtheminanorderlyfashion30.Iwastealotoftimebeforesettlingdowntowork*35.Iworkhardtoaccomplishmygoals40.WhenImakeacommitment,Icanalwaysbecountedontofollowthrough45.SometimesI’mnotasreliableordependableasIshouldbe*50.Iamaproductivepersonwhoalwaysgetsthejobdone55.Ineverseemtobeabletogetorganized*60.IstriveforexcellenceineverythingIdo

*Itemisreversecoded.

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