Relationships Between Personality Domains and Creative Praxis Pedagogy of Ensemble Teachers

Abstract

Abstract The purpose of this study was to investigate the relationship between personality domains and pedagogy of creative praxis, specifically composition. The Big Five NEO-FFI-3 personality inventory and a researcher-created survey were distributed to practicing public school music educators (n = 46) to determine their Openness, Agreeableness, Neuroticism, Extraversion, and Conscientiousness as well as information about their creative praxis pedagogy approaches. NEO-FFI-3 personality domain indicators were compared with teaching approach classifications. Two significant relationships existed: (a) a quasiformal, inclusive approach was related to Openness, and (b) an approach favoring individual instruction was related to Neuroticism. Furthermore, comfort with creative praxis pedagogy was related to participants’ experience with creative praxis but not years of teaching experience. Preservice and in-service music teachers should be given opportunities to develop confidence with creative praxis and its pedagogy in ways that are authentic to their personalities.