Relationships of Instructors' Personalities with Total Quality Management Practice in the University Classroom

Abstract

This research examined the relationships of instructors' personalities, as measured by the Myers-Briggs Type Indicator, with Total Quality Management practice in the classroom. Total Quality Management practices in the classroom environment were separated into two dimensions, activities that focus on the student as a customer and activities facilitating continuous improvement in course content and delivery. Hypotheses were developed that define the relationship of Total Quality Management practices with aspects of the personality inventory. These relationships were assessed for a sample of 130 university professors. The results of statistical tests indicate that the Extraversion, Feeling, and Judgment personality preferences may be associated with the quality dimension of customer focus, while the Intuitive personality preference may be associated with the quality dimension of continuous improvement. In conclusion, implications for educators are discussed.