Date Approved

5-6-2009

Embargo Period

3-17-2016

Document Type

Thesis

Degree Name

M.A. in School Psychology

Department

Educational Services and Leadership

College

College of Education

First Advisor

Dihoff, Roberta

Subject(s)

Effective teaching; Teachers--Rating of

Disciplines

Educational Psychology

Abstract

The purpose of this research was to learn more about how teacher personality affects teacher efficacy and student academic success in the elementary school setting. The researcher hypothesized that: a) students in classrooms with more extraverted teachers would have higher grades in reading and math than those students in classrooms with more introverted teachers and b) more extraverted teachers would score higher on a self-report inventory of teacher effectiveness than more introverted teachers. Participants' scores on the Extraversion Scale of Eysenck Personality Inventory (EPI) were correlated with composite scores of students' grades and answers on a self-evaluation of effectiveness. Pearson r correlations revealed no significant relationships between teacher extraversion and both student academic performance and teacher efficacy. However, further analysis of the sample revealed that 14 out of 26 participants (88%) answered questions on the EPI typical of the extraversion personality type. This finding supports previous personality research that elementary teachers are usually more extraverted. Implications, limitations, and suggestions for future research are discussed.

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