Abstract
Objective: The purpose of this 3-year longitudinal study was to examine pre-service teachers’ personality trajectories as measured by the IPIP Big-Five factor markers during teacher preparation. The relationship between students’ personality traits, social desirability, and prior academic attainment was also examined.Method: This 3-year longitudinal study invited participants from the first year of a 4-year undergraduate (UG) pre-service teacher education program, the class of 2017. The sample consisted of 305 students.Results: The results suggest that extraversion, agreeableness, conscientiousness, emotional stability, and openness to experience were best represented by a non-significant longitudinal change in means. Results also suggest that social desirability predicts agreeableness and emotional stability with small to moderate effect sizes.Conclusion: The study concludes that no value is added to pre-service teachers’ personality traits during 3 years of tertiary education. Furthermore, the data presented does not support the view that academic attainment is a good predictor of personality traits. Implications for educational research, theory, and practice are considered.
Highlights
Reviewed by: Douglas Kauffman, Boston University School of Medicine, USA Michael S
Results suggest that social desirability predicts agreeableness and emotional stability with small to moderate effect sizes
The study concludes that no value is added to pre-service teachers’ personality traits during 3 years of tertiary education
Summary
This 3-year longitudinal study invited participants from the first year of a 4year undergraduate (UG) pre-service teacher education program, the class of 2017. (2) Is there evidence of a relationship between students’ personality factors and prior academic achievement?. This study was undertaken with secondary level teacher education students in Ireland. The undergraduate (UG) pre-service teachers that participated in the study had gained access to their program largely by academic grades on the state run, school-leaving examination (the Leaving Certificate). Entry routes to pre-service teacher education programs are a frequent topic for debate (Cochran-Smith and Fries, 2005; Organization for Economic Cooperation and Development [OECD], 2005). The question as to whether a personality assessment tool like the IPIP might contribute some valuable information in a selection process is clearly one that holds interest in many countries
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