Abstract
This research sets out to conduct a baseline study on personality traits of student teachers to assess the possible implications for an optimal person-environment fit or unfortunate misfit. A non-experimental quantitative research design was used and data were obtained by administering the NEO Five-Factor Inventory (NEO-FFI) to 835 student teachers at the North-West University in South Africa. Data were analysed using descriptive and inferential statistics. Results indicated a much lower than expected score on agreeableness and a much higher than expected score on neuroticism. The only desirable personality trait presented in the specific sample was extraversion. The undesirable scores in the four personality traits are discussed in terms of the potential implications of a misfit between student teachers and the teaching environment; and of the sole desirable personality trait in terms of an optimal person-environment fit. Gender differences were noted in the personality domain agreeableness. Future research is indicated to determine the usefulness of personality assessment in the selection of student teachers in other teacher training contexts. The NEO-FFI shows promise in this regard. Keywords: Five-Factor Inventory; five-factor model of personality; NEO-FFI; personality; student teachers
Highlights
The Department of Basic Education in South Africa (2014) holds that every child is a national asset
The personality profile of the student teachers as a group was determined, as well as the personality profiles of the participants according to gender, academic year and phase of training
The results indicate no practically significant differences in student teachers’ personality domains in terms of their phase of training and academic year, confirming that personality structure becomes fixed at 18 years and that specific traits that manifested in student teachers could be expected when they enter their professional work environment (Decker & Rimm-Kaufman, 2008; Henoch, Klusmann, Lüdtke & Trautwein, 2015; Jamil et al, 2012; Leigh, 2010; Navidinia, Ghazanfari & Zangooei, 2015; Nye et al, 2004; Ripski et al, 2011; Rivkin et al, 2005; Robbins et al, 2001; Rockoff et al, 2008; Sanderson & Kelley, 2014; Wiens & Ruday, 2014)
Summary
The Department of Basic Education in South Africa (2014) holds that every child is a national asset This value statement is underpinned by the notion that investment in children’s education can contribute to the development of lifelong learners, and an improved quality of life for society in general. Following the Minimum Requirements for Teacher Education Qualifications (MRTEQ) (Department of Higher Education and Training, Republic of South Africa, 2015), teachers have to master seven roles to be regarded as effective in the South African education context They are expected to be: (1) a specialist in a phase, subject discipline or practice; (2) a learning mediator; (3) an interpreter and designer of learning programmes and materials; (4) a leader, administrator and manager; (5) a scholar, researcher and lifelong learner; and (6) an assessor. In the final instance (7), teachers are expected to fulfil a community, citizenship and pastoral role (Department of Higher Education and Training, Republic of South Africa, 2015)
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