Date of Award
Doctor of Education
Higher Education Administration EdD
Lyndon G. Furst
Bernard M. Lall
Cedric C. Ward
Problem. Despite tentative postulations and explorations of the person/job interaction, the specific relationships between personality and occupational behavior are not clearly understood. In particular, the relationships between human temperament and various aspects of personnel administration in an educational setting are generally unknown. The purpose of this study was to profile the temperament traits of professional educators in the Seventh-day Adventist school system, grouped on the basis of occupationally relevant selection variables; and to investigate the role of personality as it relates to personnel appointment, appraisal, and mobility.
Method. A demographic questionnaire and the Temperament Inventory were administered to 486 teachers, teacher/principals, principals, supervisors, and superintendents in nine local conference school systems of the Seventh-day Adventist Church. Phlegmatic, sanguine, choleric, and melancholy traits were profiled for selected subgroups and statistically compared using Cattell's Coefficient of Pattern Similarity. Significant correlations were subjected to graphic comparisons as well.
Results. Significant similarities and/or dissimilarities in personality emerged when profiles were contrasted on the bases of sex, professional position, perceived recruiter, preferred school size, rated competence, advancement status, and records of job stability. No significant results were observed when profiles were compared on the bases of geographic region, years of experience, assigned grade levels, assigned school size, and administrator/employee similarity.
Conclusions. Analyses of the data prompted eighteen conclusions relative to the purpose for which the study was conducted. Each was generalized only to the population described for the study (i.e., K-10 Seventh-day Adventist educators of non-black conferences in North America). (1) Adventist educators collectively exhibit a choleric/phlegmatic personality. (2) Male and female educators collectively differ in personality. (3) The population is geographically and experientially heterogenous. (4) The population is highly mobile. (5) Teaching and non-teaching personnel differ significantly in personality. (6) Personality is significantly correlated with professional position. (7) No meaningful relationship exists between personality and years of experience. (8) No meaningful relationship exists between the personalities of educators and the personalities of the individuals responsible for hiring them. (9) The personalities of educators who strongly perceive that "the Lord" recruited them differ significantly from the personalities of individuals recruited by men. (10) No meaningful relationship exists between the personalities of teachers and the grade levels to which they are assigned. (11) No meaningful relationship exists between the personalities of educators and the size of school to which they are assigned. (12) The personalities of educators expressing a preference for one-teacher schools differ significantly from the personalities of educators preferring larger schools. (13) Demands for personnel in one-teacher schools clearly exceed the supply of teachers preferring such placement. (14) Personality is significantly correlated with levels of perceived competence. (15) No meaningful relationship exists between the personalities of educators judged "most competent" and the personalities of the supervisors passing judgment. (16) The personalities of female educators are significantly correlated with their opportunities for advancement. (17) No meaningful relationship exists between the personalities of educators selected for advancement and the personalities of administrators making the selections. (18) The personalities of highly stable educators differ significantly from the personalities of highly mobile educators.
Greenway, Merle A., "Selected Personality Constructs as Correlates of Personnel Appointment, Appraisal, and Mobility in Seventh-day Adventist Schools" (1981). Dissertations. 407.
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