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The Relationship between Teacher Personality Type and Job Satisfaction

Amy Michele Jacquez

Thesis submitted to the College of Human Resources and Education at West Virginia University as part of

the fulfillment of the requirements for the degree of

Master of ArtsIn

Educational Psychology

Floyd L. Stead, Ed. D., ChairNeal Shambaugh, Ph.D.

Jaci Webb-Dempsey, Ph.D.

Department of Advanced Educational Studies

Morgantown, West Virginia2004

Keywords: personality type, teacher job satisfaction, career decision-making

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UMI Number: 1446474

1446474

2007

UMI Microform

Copyright

All rights reserved. This microform edition is protected against

unauthorized copying under Title 17, United States Code.

ProQuest Information and Learning Company300 North Zeeb Road

P.O. Box 1346

Ann Arbor, MI 48106-1346

by ProQuest Information and Learning Company.

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ABSTRACT

The Relationship between Teacher Personality Type and Job Satisfaction

Amy Michele Jacquez

There is a need to identify which aspects of the job elementary school teachers find most satisfying in order

to attract and retain teachers of the highest quality. A teachers satisfaction with his or her career can

strongly influence several aspects of student learning, including stability of instruction and motivation tolearn. This study examined the relationship between teacher personality type and job satisfaction in order to

determine if there is an overrepresentation of a certain personality type in this field and assess the levels of

satisfaction among elementary school teachers. Analysis of responses from (N=24) elementary school

teachers in north central WV on the Myers Briggs Type Indicator Form G and the Minnesota SatisfactionQuestionnaire revealed that there was no difference in the personality type of the sample and the general

population of the United States. Based on the results of a one-way ANOVA, a significant difference was

found in the mean satisfaction scores for the four groups. In reviewing the data, it was apparent that theIntuitive Thinker (NT) group had a lower satisfaction score than the other groups.

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TABLE OF CONTENTS

Chapter 1 - Introduction 1

Statement of Problem 1

Research Questions and Hypotheses 2

Chapter 2 - Literature Review . 3

Job Satisfaction in Perspective . 3

Job Satisfaction and Personality Type . 5

Chapter 3 - Method . 8

Participants 8

Procedure .. 8

Measures 9

Chapter IV - Results 10

Chapter V - Discussion ... 12

References . 15

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Chapter 1

INTRODUCTION

Statement of Problem

Over the past decade much attention has been given to the level of satisfaction in teachers across

the country. There is a need to understand the level of job satisfaction in elementary school teachers in

order to benefit the lives of our children. It is common sense that the more favorable the working conditions

are, the higher our satisfaction scores will be in relation to our jobs. However, the focus of this thesis seeks

to determine if there is a relation between their satisfaction and their personality types. Job satisfaction is

defined as an affective reaction to an individuals work situation. It can be defined as an overall feeling

about ones job or career or in terms of specific facets of the job, and can be related to specific outcomes,

such as productivity (Rice, Gentile, and McFarlin, 1991). With teachers, satisfaction with their career may

have strong implications for student learning. Specifically, a teachers satisfaction with his or her career

may influence the quality and stability of instruction given to students. Some researchers argue that

teachers who do not feel supported in their work may be less motivated to do their best work in the

classroom (Ostroff, 1992; and Ashton and Webb, 1986).

Daily interaction between teachers and students is at the center of the educational process.

Therefore, it is a necessity to attract and retain teachers of the highest quality for the education of our

children. The first step in developing a competent faculty of teachers is understanding the factors associated

with their satisfaction and retention. Often it is not satisfaction with the job but with the career in general

that is important. Satisfaction with teaching as a career is an important policy issue since it is associated

with teacher effectiveness, which ultimately affects student achievement (Ashton and Webb, 1986). The

faculty is both the largest cost and the largest human capital resource of a school system; understanding

factors that contribute to teacher satisfaction, or dissatisfaction, is essential to improving the educational

system.

A natural place to start the exploration into teacher job satisfaction is by examining their

personality types. Thus far, the reviewed literature has focused on which occupations the various

personality types choose, not how satisfied or dissatisfied the different personality types are with their

occupations. A 1993 reportAmericas Teachers: Profile of a Profession (Choy et al., 1993) uncovered

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several factors related to dissatisfaction and turnover, such as class size, school safety, teacher autonomy,

and isolation of the classroom. If the satisfiers and dissatisfiers elementary school teachers encounter can

be linked to personality type, then it might be possible to increase the educational level of our schools by

motivating educators to perform their jobs at optimal levels. Additionally, there is very little literature

regarding the job satisfaction and personality types of elementary school teachers in West Virginia. The

majority of literature focuses on job satisfaction of higher education educators in the agricultural fields, and

their personality temperaments. Foster and Homer (1985) found agricultural educators to be more

extroverted, sensing, thinking, and judging than the general population, However, a good education must

begin at the early grades; therefore, it is important to know the kinds of personalities drawn to this field and

their level of satisfaction.

The purpose of this present study was to make a new contribution to the scant body of research

examining the personality types of elementary school educators and the relation of personality type to job

satisfaction. This study first explored whether there was an overrepresentation of a certain personality type

in comparison with the general population present in elementary teachers. Second, the study attempted to

investigate whether there was a difference in the reported job satisfaction based on personality type.

To address the relationships between personality type and job satisfaction, the following research

questions and hypotheses were formulated based on a review of the research in the field.

Research Question 1: Is any personality type overrepresented in elementary school educators?

Hypothesis 1: There is an overrepresentation of Sensing Feeling types in elementary school

teachers.

Research Question 2: Is there a similarity in reported job satisfaction by personality type of

elementary school educators?

Hypothesis 2: There is a similarity in reported job satisfaction by personality type. SFs will be

more satisfied with their jobs than the other personality types discussed.

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Chapter II

LITERATURE REVIEW

Job Satisfaction in Perspective

As in the case with most careers, both intrinsic and extrinsic factors affect a teachers satisfaction.

Daily interactions with students inform teachers about whether or not students have learned something as a

result of their instruction. Student characteristics and perception of teacher control over the classroom

environment also are intrinsic factors affecting teacher satisfaction (Lee, Dedrick, and Smith, 1991).

Several studies have found that these factors are related to attrition and satisfaction in teaching, as well as

other professions (Boe and Gilford, 1992; Lee et al., 1991). While very few teachers enter the profession

because of external rewards these conditions can influence their satisfaction in their positions and their

desire to remain in teaching throughout their careers (Choy, et al., 1993).

A variety of extrinsic factors have been associated with teacher satisfaction, including salary,

perceived support from administrators, school safety, and availability of school resources (Bobbitt et al.,

1994; Choy et al., 1993). While it may seem reasonable that there is a relationship between salary and

turnover, researchers have found only a limited impact of such incentives and rewards as high salaries and

merit increases on teacher commitment and satisfaction. In fact, lower salaries can be associated with

increased organizational commitment because workers may develop other rationales for remaining at their

job (Firestone, 1990).

The National Center for Educational Statistics (NCES) 1997 report analyzing elementary school

teachers level of satisfaction found that 29 percent indicated that they are not sure that they would choose

teaching as a career again. A majority of this group also agreed that it was a waste of their time to try to do

their best as a teacher. On the other side, approximately 36 percent of the teachers indicated that they

certainly would become a teacher again if given the opportunity. These teachers also planned on remaining

in teaching at least until retirement. The 35 percent who fell between the groups were labeled as having a

moderate level of satisfaction. A question that arises is whether the teachers that are satisfied and those that

as not satisfied have any similarities based on personality type.

According to the NCES report, administrative support, leadership, student behavior, school

atmosphere, and teacher autonomy were working conditions associated with teacher satisfaction. In public

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schools, younger and less experienced teachers have higher levels of satisfaction than older and more

experienced teachers, and teacher satisfaction showed a weak relationship with salary and benefits.

According to Cockburn (2000), the main reasons teachers enjoy their careers are working with children,

nurturing childrens learning, and having collegial relationships with colleagues.

At the elementary school level, several factors stood out as being more strongly associated with

teacher satisfaction. These were parental support, student behavior, principal interaction, staff recognition,

teacher participation in school decision-making, influence over school policy, and control over the

classroom. According to the 1997 NCES report, almost 90 percent of the most satisfied teachers in public

elementary schools agreed that their administration was supportive and caring, 87 percent reported that

there is a great deal of cooperative effort among the staff, and 82 percent reported that staff members are

recognized for a job well done. In this same report it is noted that approximately 5 percent of public school

teachers left the teaching profession after both the 1987-88 and the 1990-91 school years (Bobbitt et al.,

1994). While some left for family reasons or to retire, 20 percent of those that left said they were

dissatisfied with the profession, or because they desired better salaries or benefits. The majority specified

concerns with inadequate support from the administration and poor student motivation to learn.

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Job Satisfaction and Personality Type

Preliminary research by Kuhn (1980) and Plessman (1986) demonstrated that teacher satisfiers and

dissatisfiers occur in patterns and are associated with specific personality types. However, the problem

remains to identify those patterns among elementary education teachers. A personality profile of West

Virginia elementary teachers does not exist. In addition, it is not known to what degree West Virginia

elementary teachers are satisfied with their jobs or whether job satisfaction is related to personality types.

According to Consulting Psychologists Press (CPP), the Myers Briggs Type Indicator is the most

widely used personality inventory in history. They claim that using information about type helps you

improve work and personal relationships, increase productivity, and identify leadership and interpersonal

communication preferences. The Center for Applications of Psychological Type (CAPT), reports that

approximately 2,000,000 people a year take the MBTI. A profile for each of the sixteen types has been

developed. Each profile consists of a list of characteristics frequently associated with your type.

The Myers Briggs Type Indicator is based upon Swiss Psychologist, Carl Jung'snotions of

psychological types. Jung observed two distinct methods of perception, or data gathering, as well as two

distinct methods for judgment, or decision-making. Jungs theory is based upon his observations that

much apparently random variation in human behavior is actually quite orderly and consistent, being due to

certain basic differences in the way people prefer to use perception and judgment, (Myers, et al,1998).

The MBTI sorts individuals based upon which psychological functions they prefer to use, and how they

prefer to use them. Within this model of psychological type, it is assumed that behavior is created by the

interaction of the personality and external rewards, punishments, and stimuli. The MBTI identifies four

separate dichotomies: Extraversion vs. Introversion, Sensing vs. Intuition, Thinking vs. Feeling, and

Judging vs. Perceiving. An individual is assumed to have a preference for one of each pair of opposites

over the other. The MBTI classifies the first and fourth dichotomies listed as attitudes and the middle two

dichotomies asfunctions.

Isabel Briggs Myers and her mother, Katharine Cook Briggs, first developed the MBTI. Their

goal was to help people understand themselves and each other so that they might work in vocations that

matched their personality types. This would make people happier and make the world a more creative,

productive, and peaceful place in which to live. Education was an early and continuing focus of Isabel

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Myers in her own research, as were the implications of type for career choice and career satisfaction

(Myers, et al., 1998).

It is useful to describe a set of types that have common characteristics. The descriptions given

here are characteristics of each group based upon expectations formed from type theory, and proven

consistent in experienced observers. For this research the focus is on the Four Mental Functions (ST, SF,

NF, and NT). Isabel Myers considered the mental functions to be the most important groupings of type,

particularly where career choices are concerned. It has also been noted that those sharing the same two

functions have far more in common in terms of occupational selection and satisfaction than those with

opposite function pairs (Hammer and Macdaid, 1992). These groups focus on the combinations of

perception (S and N) with judgment (T and F). Function pairs are often viewed as learning styles or

cognitive styles. Characteristics of these types are as follows:

ST: (Practical and Matter-of Fact types)

Rely primarily on Sensing for purposes of perception and Thinking for purposes of judgment. Their main

interests focus on facts that can be collected and verified directly by the senses. The ST type usually

approaches their decisions regarding facts using objective analysis. Type theory predicts that STs will be

attracted to fields that demand nonpersonal analysis of concrete facts, such as law, surgery, business, or

accounting.

SF: (Sympathetic and Friendly types)

Rely primarily on Sensing for perception, and Feeling for judgment. They also are mainly interested in

facts they can gather directly through the senses, but they approach their decisions with a subjectivity based

upon their personal values system. SFs tend to be sympathetic and friendly. In theory they would be

attracted to fields where their personal warmth can be effectively applied to concrete situations. The

combination of Sensing and Feeling can be valuable in teaching (especially early grades, and applied

fields), nursing, and pediatrics.

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NF: (Enthusiastic and Insightful types)

Prefer Intuition for perceiving and Feeling for decision-making typically possess the same personal warmth

as SF people. However, since they prefer Intuition to Sensing, they focus their interests upon possibilities

rather than concrete situations. They are likely to be attracted to new projects, things that have never

happened but might happen in the future, or truths that have not yet come to light. They are likely to be

attracted to work that involves the unfolding of possibilities, such as teaching (primarily in the upper grades

and college), counseling, writing, and research.

NTs: (Logical and Ingenious types)

Focus on possibilities, theoretical relationships, and abstract patterns, but they judge these from a

nonpersonal, cause and effect perspective. They often pursue possibilities that are technical, scientific,

theoretical, or executive, where attention to human issues may be secondary. NTs tend to be logical and

ingenious, and are best at solving problems within their field of special interest. They are drawn to jobs

such as, mathematics, scientific research, finance, or administration.

According to a list provided by the U.S. Department of the Interior (2000) representing the careers

people of the various 16 MBTI types tend to enjoy doing, elementary school teachers fall under the ESFJ,

ESFP, ISFP, and ISFJ personality types. Notice that these types all include SF, which may imply that

teaching elementary school appeals most to those with the SF mental function. The job requirements are

similar to the personality tendencies those with preferences for Sensing Feeling.

In summary, identifying if there is an overrepresentation of a certain personality type in the

elementary education field is a first step in improving the satisfaction of teachers. If the personality types of

teachers can be identified, improvements can be in the educational system to enhance the careers for these

individuals. Furthermore, relating the aspects in which teachers find most rewarding to their personality

type will give a deeper insight into the areas most important to elementary educators.

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Chapter III

METHOD

Participants

The sample for this study consisted of 24 of 58 elementary education teachers in a north central

WV county. The results will be generalized to all elementary teachers in the state of West Virginia.

Elementary teachers are defined as all homeroom teachers of grades first through fourth. Participants for

the study were solicited from six public elementary schools. Public school teachers were chosen because

they comprise over 80 percent of the total teacher population (NCES, 1993-94).

Procedure

After permission was sought and granted by the central office, a request for participation was sent

to all homeroom teachers in the selected elementary schools. Teachers were sent packets that included a

letter explaining the study, a consent form, and given a brief summary on how their results would be used.The packet also included the assessment instruments that their involvement would require them to

complete. Twenty-four teachers from the six schools responded. The Myers Briggs Type Indicator (Form

G) and the Minnesota Satisfaction Questionnaire (Short Form) were administered to the participants. It took

less than one hour to complete both surveys.

Measures

Participants completed the Myers Briggs Type Indicator (Form G). This instrument consists of

126 self-report items, and is scored using a template. The instrument is meant to reveal personality

preferences rather than skills, abilities, or simple attitudes. In answering questions, respondents must

choose between opposite aspects of personality, each that they use at least some of the time.

The validity of the MBTI Form G is determined by its ability to demonstrate relationships and

outcomes predicted by theory. When the exploratory and confirmatory factor analytic results are viewed

together, there is a strong support for the construct validity of the MBTI. The MBTI has proven to be

internally consistent. There appears to be few or no differences in reliabilities across age groups. However,

the Form G reliabilities reported in the 1985 MBTI Manual show lower reliabilities in age groups below 18

years, particularly on the T F scale. Test-retest reliabilities of the MBTI show consistency over time, with

levels of agreement much greater than by chance. When subjects report a change in type, it is most likely tooccur in only one preference and in a scale where the original preference clarity was low.

The Minnesota Satisfaction Questionnaire (Short Form) is designed to measure an employee's

satisfaction with his or her job. This instrument provides more specific information on the aspects of a job

that an individual finds rewarding than do more general measures of job satisfaction. The MSQ is a paper-

and-pencil inventory of the degree to which vocational needs and values are satisfied on a job. It can be

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administered to groups or to individuals, and is appropriate for use with individuals who can read at the

fifth grade level or higher. All three forms are gender neutral. The internal consistency of the MSQ is high.

The internal consistency reliability is 84-.91 for intrinsic rewards, and .77-.82 for extrinsic rewards.

Validity is high for the MSQ and inferred from occupational group differences, and correlations with

measures of satisfactoriness. The instrument is easy to use, easy to understand, and applicable to any

organization.

The results were analyzed using a Chi-squared test and One-way Analysis of Variance (ANOVA)

at the alpha = 0.1 level to be discussed in the following section.

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Chapter IV

RESULTS

The research questions and hypotheses formulated for this study are based on past research and interest in

the relationships between personality type and job satisfaction.

Research Question 1: Is any personality type overrepresented in elementary school educators? It was

hypothesized that there would be an overrepresentation of Sensing Feeling (SF) types in elementary

education. Research Question 2: Is there a similarity in reported job satisfaction by personality type of

elementary school educators? It was hypothesized that there would be a similarity in reported job

satisfaction, and that SFs would be more satisfied with their jobs than the other personality types discussed.

The analysis to answer Research Question 1 consisted of a Chi-square test. The Null Hypothesis

states that the proportion of teachers in each group is the same as the general population. The expected

proportions for the general population are as follows:

Group 1: Sensor Feeler (SF) = 10.32

Group 2: Sensor Thinker (ST) = 7.20

Group 3: Intuitive Thinker (NT) = 2.40

Group 4: Intuitive Feeler (NF) = 3.84

The Alternate Hypothesis states that at least one of the proportions differs from its null hypothesis

value. The actual proportions for this study are as follows:

Group 1: Sensor Feeler (SF) = 11

Group 2: Sensor Thinker (ST) = 7

Group 3: Intuitive Thinker (NT) = 2

Group 4: Intuitive Feeler (NF) = 4

Therefore, for Research Question 1 and with the limited evidence the data indicate that the

proportion of teachers is not significantly different than the general population.

To answer Research Question 2, analysis consisted of a one-way analysis of variance (ANOVA)

with alpha at 0.1. The Null Hypothesis states that the means of the four groups are the same. The Alternate

Hypothesis is that there is a difference in the mean of at least one group. The Null Hypothesis at the alpha =

0.1 level was rejected. The one-way ANOVA with alpha at 0.1 showed a significant difference in the

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means. Group 3, the NTs, had a mean in the low sixties, while the other groups from in the seventies to

eighty. The means of the four groups were as follows:

Group 1: Sensor Feeler (SF) 79.27

Group 2: Intuitive Feeler (NF) 80.00

Group 3: Intuitive Thinker (NT) 63.50

Group 4: Sensor Thinker (ST) 73.43

It should be noted that there were only 2 teachers in the third group (NTs). This can lead to the

assumption that they are underrepresented in the population. However, the two teachers in the third group

did have satisfaction scores that are much lower than the other groups. Perhaps there are less NT teachers at

the elementary level, and the ones that do teach at this level are less satisfied.

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Chapter V

DISCUSSION

Based on a review of research, it was determined that there is a need to understand the level of job

satisfaction in elementary school teachers in order to benefit the lives of our children. A teachers

satisfaction with his or her career may have strong implications for student learning. This satisfaction or

lack of satisfaction can affect the quality and stability of instruction given to students, as well as the

students motivation to learn (Ostroff, 1992; and Ashton and Webb, 1986).

The purpose of this study was to investigate relationships between elementary school teacher job

satisfaction and teacher personality type. This study explored whether there was an overrepresentation of a

particular personality type in elementary education, and what aspects of the job elementary teachers

consider most important. In addition, the study looked for differences in teacher job satisfaction in relation

to the personality types of the teachers.

Based on existing literature, Hypothesis 1 proposed that there would be an overrepresentation of

Sensing Feeling (SF) types in elementary school teachers. The hypothesis was based on the theory that

these types rely primarily on Sensing for perception and Feeling for judgment. SFs tend to be sympathetic

and friendly and would be attracted to fields where their personal warmth can be effectively applied to

concrete situations. The combination of Sensing and Feeling can be valuable in teaching, especially the

early grades (Hammer and Macdaid, 1992). However, the results from this study suggested that there was

not an overrepresentation of any particular type in the elementary education system. The sample used for

this study mimicked the proportions for the general United States population. This may be due to the small

sample size used for the research.

It was not surprising that there were only two Intuitive Thinkers (NT) in the sample taken for this

research. The common traits found in NTs are not expected at the elementary level. For example, they

prefer to focus on theoretical relationships and abstract patterns. These two traits alone contradict the

necessary mindset of an elementary school teacher, who must be very tactile, and focus on factual and

concrete information. Based on the research of Hammer and Macdaid (1992), it has been noted that

individuals sharing the same two functions have far more in common in terms of occupational selection and

satisfaction than those with opposite function pairs. Therefore, it is expected that one would find less NTs

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in an environment naturally tailored to SFs. NTs also tend to be impersonal and judge in a very objective

manner, putting human issues as secondary. At the elementary level, the focus tends to be more personal,

valuing each students performance. Furthermore, it was not surprising that 15 of the 24 responding

teachers (63%) had a preference for Feeling. Feelers tend to focus on the individual students performance

and make decisions based upon the values and feelings of others.

Secondly, it was hypothesized that SFs would be more satisfied with their jobs than other

personality types. The results showed the following mean scores for each group: SFs = 79.27; NFs =

80.00; NT = 63.50; and ST = 73.43. Based on the results of a one-way ANOVA, it was proven that at least

one of the means was significantly different. From looking at the data, it is obvious that NT score is lower

than other groups. This was not surprising due to the abstract nature of NTs and the grounded environment

of elementary education. Since there were only two NTs in the group, I am led to believe that not only are

there fewer NTs in the elementary school system, but the ones there are less satisfied with their jobs than

other personality types. The National Center for Educational Statistics (NCES) 1997 report included

administrative support, parental support, principal interaction, and staff recognition in their list of working

conditions associated with teacher satisfaction. These conditions that revolve around human needs and

approval conflict with the logical and pragmatic attributes of an NT. Teachers with preferences for NT,

approach situations non-personally, focusing on the outcome or objective at hand.

It is notable that 16 of 24 (66%) teachers in the sample were found to be Judgers, including all of

the Sensing Feelers that responded. This was not surprising due to their tendency to follow a concrete and

sequential teaching pattern. Judging teachers have a set schedule, and orderly classrooms. Teachers with a

preference for Judging would most likely be more comfortable with the structured guidelines enforced

within elementary education. According to the National Center for Educational Statistics (NCES) 1997

report teachers also reported teacher participation in school decision-making, influence over school policy,

and control over the classroom as factors highly associated with satisfaction. These factors would be very

appealing to Judgers. Both of the NTs that responded also showed preferences for Perceiving. This may

also have led to their low satisfaction scores. Perceivers in general prefer flexibility and spontaneity. They

are most comfortable gathering information and putting a decision off as long as possible. The preference

combinations of Intuition (N), Thinking (T), and Perceiving (P) together are very innovative and thrive on

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constant change in the environment. This focus on exploring new methods and possibilities would be

stifled in a career as an elementary educator.

Some of the limitations of this study include the small sample size of teachers (N = 24).

Furthermore, the small sample size for each group made it difficult to draw any strong conclusions.

Another limitation is that all of participants in the sample were female. Including males in the research

would add a different perspective to the results.

Future research areas are vast, and not limited to the suggestions provided here. However, a

logical next step to follow this research would be examining the personality differences in middle school

and high school educators. The need to understand what aspects of the job teachers consider most important

reaches far past the elementary school level. It is important to understand how we can improve the quality

and stability of instruction given to students at all levels of education. Future research also includes

demographic data on the participants, including age, highest degree earned, and experience of educators.

Additionally, an examination of teacher satisfaction based on other facets of personality type, such as

teachers whole four-letter personality types or two-letter temperament styles could be examined for

differences. Potential personality type research to follow this study may also include differences in teacher

planning approaches, grading, and decision-making styles.

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