Australian Journal of Teacher Education
Abstract
While an individual’s personality is related to his or her well-being, little research has examined kindergarten teachers’ personality. This research was the first to investigate Hong Kong kindergarten teachers’ personality types using the Myers-Briggs Type Indicator (MBTI). Three hundred and seventy-one kindergarten teachers voluntarily responded to the MBTI. Findings showed that Hong Kong kindergarten teachers were predominantly of the sensing-feeling-judging personality types, characterized by being realistic, conventional, and considerate to others’ feelings. In addition, principals and head teachers in kindergartens tended to be extraverted. Results also suggested a very low percentage of intuitive kindergarten teachers, indicating that teachers’ personality types might be field-bound. Implications of these findings in relation to teacher education are discussed.
Recommended Citation
Wong, Y., & Li-fang, Z. (2013). Personality Types of Hong Kong Kindergarten Teachers: Implications for Teacher Education. Australian Journal of Teacher Education, 38(2). https://doi.org/10.14221/ajte.2013v38n2.8
Included in
Educational Psychology Commons, Pre-Elementary, Early Childhood, Kindergarten Teacher Education Commons