Personality types of Hong Kong kindergarten teachers : implications for teacher education

While an individual's personality is related to his or her well-being, little research has examined kindergarten teachers' personality. This research was the first to investigate Hong Kong kindergarten teachers' personality types using the Myers-Briggs Type Indicator (MBTI). Three hun...

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Bibliographic Details
Published in:The Australian journal of teacher education 2013-02, Vol.38 (2), p.91-101
Main Authors: Wong, Yau-ho Paul, Li-fang, Zhang
Format: Article
Language:English
Subjects:
Foreign Countries
Higher education
Hong Kong
Kindergarten
Myers Briggs Type Indicator
Myers Briggs Type Indicator (MBTI)
Personality Assessment
Personality Traits
Preschool Teachers
Preservice teacher education
Principals
Questionnaires
Teacher Characteristics
Teacher Education
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Summary:While an individual's personality is related to his or her well-being, little research has examined kindergarten teachers' personality. This research was the first to investigate Hong Kong kindergarten teachers' personality types using the Myers-Briggs Type Indicator (MBTI). Three hundred and seventy-one kindergarten teachers voluntarily responded to the MBTI. Findings showed that Hong Kong kindergarten teachers were predominantly of the sensing-feeling-judging personality types, characterised by being realistic, conventional, and considerate to others' feelings. In addition, principals and head teachers in kindergartens tended to be extroverted. Results also suggested a very low percentage of intuitive kindergarten teachers, indicating that teachers' personality types might be field-bound. Implications of these findings in relation to teacher education are discussed. [Author abstract, ed]
ISSN:0313-5373
1835-517X
1835-517X
DOI:10.14221/ajte.2013v38n2.8