Date Approved


Embargo Period


Document Type


Degree Name

M.A. in School Psychology


Educational Services and Leadership


College of Education

First Advisor

Klanderman, John

Second Advisor

Dihoff, Roberta


Personality and academic achievement; Teacher-student relationships


Educational Psychology


The purpose of this study was to examine the possible role personality dispositions plays in the effectiveness of an educator. Fifteen special education teachers deemed as particularly "effective" by administrators and fifteen special education students enrolled in introductory level special education classes participated in this study. Indicated in previous studies as important to self-reflective processes, the personality traits of Emotional Stability, Original Thinking and Vigor were analyzed by the Gordon Personal-Profile Inventory, completed by both groups. Special education teachers only completed a General Information Questionnaire to provide background and job satisfaction information. Independent t-tests were used to determine differences between special education teachers and students in the areas of Emotional Stability, Original Thinking and Vigor. Results indicated special education students and teachers scored significantly different from one another in regards to Emotional Stability, with teachers scoring higher. There was no significant difference between scores in Original Thinking and Vigor. Background information indicated special education teachers surveyed had a diverse working background in education and were generally satisfied with their careers.