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Personality Development during Teacher Preparation
Roisin P Corcoran1, Joanne O'Flaherty2
1School of Education, Johns Hopkins University, Baltimore MD, USA.
Pre-service teachers
Area of Science:
- Educational Psychology
- Teacher Education
- Personality Research
Background:
- Understanding personality development in educators is crucial for effective teacher preparation.
- Longitudinal studies are needed to track personality changes during teacher training.
- The influence of social desirability and academic attainment on personality traits warrants investigation.
Purpose of the Study:
- To examine personality trajectories of pre-service teachers over three years of teacher preparation.
- To investigate the relationship between personality traits, social desirability, and academic attainment in student teachers.
Main Methods:
- A 3-year longitudinal study involving 305 undergraduate pre-service teachers (Class of 2017).
- Utilized IPIP Big-Five factor markers to assess personality traits.
- Examined correlations between personality, social desirability, and prior academic achievement.
Main Results:
- No significant longitudinal changes were observed in the Big-Five personality factors (extraversion, agreeableness, conscientiousness, emotional stability, openness to experience).
- Social desirability was found to predict agreeableness and emotional stability with small to moderate effect sizes.
- Academic attainment did not emerge as a strong predictor of personality traits.
Conclusions:
- Teacher preparation programs do not appear to significantly alter pre-service teachers' core personality traits over three years.
- Academic achievement is not a reliable indicator of personality development in this cohort.
- Findings have implications for teacher selection, training, and the understanding of personality stability in educational contexts.
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