The Relationship Between Personality and the Teaching Effectiveness of Music Student Teachers

Abstract

The purposes of this study were to determine if significant differences existed among the occupational personality types (Realistic, Investigative, Artistic, Social, Enterprising and Conventional) of music student teachers and to determine if the personality types or any of the major constructs of Holland's vocational theory (Consistency, Differentiation, Identity and Congruence) significantly contributed to music student teachers' teaching effectiveness. Subjects (n = 84) were music student teachers from institutions in Ohio, U.S.A. Significant within-group differences were found to exist among the personality types of music student teachers. Subjects' three highest mean scores were on the Artistic, Social and Investigative personality scores respectively. None of the personality types and none of Holland's constructs was found to significantly contribute to the overall variance of teaching effectiveness.