Personality Trait and Professional Choice among Preservice Teachers in Eastern Kentucky.

A preliminary study was conducted to examAme indicators which tend to reflect relationships between personality traits and professional choice among elementary education students enrolled in the teacher education program in Eastern Kentucky University. Education students in elementary education (N=122) completed the Myers Briggs Type Indicator. From this populatirdn, a random sample of 34 subjects was drawn. Correlations were made with respect to personality traits, gender, grade point average, and year in college and significant correlations were sought among the variables. Results of the study indicate that more extroverts were found in the elementary education students entering student teaching and that students with the highest grade point averages were introverts. Follow-up studies will compare success by personality type, gender, and'grade point average. (LL) **********************MU********S**************************ittft*Itittit**** * Reproductions supplied by EDRS are the best that can be made * * from the original document. * *********************************************************************** PERSONALITY TRAIT AND PROFESSIONAL CHOICE AMONG PRESERVICE TEACHERS IN EASTERN KENTUCKY Samuel Hinton, Ed.D and Muriel Stockburger, Ed.D. Growing concerns about an anticipated shortage of quality tLachers and the acedemic qualifications of those enrolled in teacher education programs have contributed to renewed interest in the attributes of college students who aspire to and actually enter the teaching profession (Atkin, 1981; Msemeche & Adams, 1979; National Commission on Excellence in Education, 1983). Findings suggest students wto aspire to enter the teaching profession differ from their peers who seek other careers in terns of their higher family, religious and community orientations, desire to work with congenial colleagues and their lower levels of academic ability and achievement and self-concept. (Andrew, 1983; Bethune, 1981; Roberson, Keith & Page, 1983; Savage, 1983; Vance & 3chlechty, 1982). Conflicting findings by Ethington, Smart and Pascarella (1987) indicate, however, that of students initially aspiring to be teachers. those subsequently entering the teaching profession possess stronger high school and academic performances than those who opted for other careers. It has become increasingly evident in recent years that the teacher's personality is a significant variable in the classroom. Field reports from administrators and supervisors indicate an increasing awareness of this problem together with an expressed noed to add some meaningful basis for evaluating personality factors in teacher recrudtment, . 5-lection, and training programs. It seems B OEFARTUENT OF 04,CATion Ortr r or Educational Rfnearth and improvement EDUCATIONAL RESCURCES INFORMATION CENTER IERICI r Tnts document has beer reproduced as rece,ved trom the person or organization )1 [7 Mind/ chandee have Dean made to tmplo.p retaroduCttor quash, Ponqs of new Of opnrons staled . 11 th CIOC mem do hat heicerisaarrry represent eittcrer OfRi posoon ot pottcy 2 "PERMISSION TO REPRODUCE THIS MATERIAL HAS BEEN GRANTED BY TO THE EDUCATIONAL RESOURCES INFORMATION CENTER (ERIC). " BEST COPY ORME