Early Teacher Identity and Personality: Exploring the Links Through a Mixed Method Approach

Abstract

This study investigated the relationship between self-perceived personality and self-perceived teacher identity (TI). With a mixed-method approach, we collected both quantitative (N=214) and qualitative data (N=30) to examine the relationship between TI and personality traits. Quantitative data were collected using the Big Five Personality Traits and TI scales. Qualitative data were collected through focus group interviews. To analyze the quantitative data, means were compared, and correlations were calculated. Qualitative data were analyzed through an inductive content analysis in which patterns and themes were identified. The results indicate that pre-service language teachers are aware of the dynamic feature of personality in general terms; however, they are not aware of TI as a concept and its attributes. A significant relationship between self-perceived TI and self-perceived personality traits is among the results of the current study. The agreeableness and openness to new experiences personality traits are highly correlated with the TI scores.