Exploring the Relationship between Myers-Briggs Type and Instructional Perspectives among College Faculty across Academic Disciplines

Autor/in	Moehl, Pamela J.
Titel	Exploring the Relationship between Myers-Briggs Type and Instructional Perspectives among College Faculty across Academic Disciplines
Quelle	(2011), (289 Seiten) PDF als Volltext Verfügbarkeit Ph.D. Dissertation, University of Missouri - Saint Louis
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISBN	978-1-1247-9911-7
Schlagwörter	Hochschulschrift; Dissertation; Cognitive Style; Teaching Styles; Teacher Characteristics; Land Grant Universities; Intellectual Disciplines; Personality Traits; Individual Characteristics; College Faculty; Teacher Attitudes; Teaching Methods; Majors (Students); Academic Persistence; Myers Briggs Type Indicator + Suchen Sie Ihr Suchwort? Thesis; Dissertations; Academic thesis; Cognitive styles; Kognitiver Stil; Lehrstil; Unterrichtsstil; Geisteswissenschaften; Individual characteristics; Personality characteristic; Persönlichkeitsmerkmal; Personality traits; Fakultät; Lehrerverhalten; Teaching method; Lehrmethode; Unterrichtsmethode
Abstract	Education has the opportunity to play an integral role in sustaining the health of our economy in an increasingly competitive, global market. A review of the issues and trends impacting higher education reveals growing pressure placed on faculty to advance instructional outcomes among more diverse populations. Imbedded is the challenge to create new knowledge about how to improve instruction. As diversity among college students in terms of age, gender, and ethnicity continues to increase, psychological type provides a means for examining important differences in choice of academic discipline(s), persistence, learning style, and teaching style preferences. Faculty members face increasing pressure to be critically reflective in their instructional practices. Research investigating the link between the psychological type and instructional perspectives offers insight for examining differences and promoting dialogue on ways higher education institutions can become more responsive to the needs of students of all types. This research investigated the relationship of psychological type, as measured by the MBTI and instructional perspective, as measured by the Modified Instructional Perspectives Inventory (IPI) among faculty across academic disciplines at four campuses of a public land-grant university. This study also examined variations in instructional perspectives among faculty of similar type teaching in the same academic disciplines and whether these variations are related to exposure to adult learning theories, methods, and/or instructional strategies. Research found a significant relationship between the Myers-Briggs Type Indicator and the Modified Instructional Perspectives Inventory. Findings provide evidence that variations in instructional perspectives among faculty members of similar MBTI types teaching in same academic disciplines do exist and that exposure to adult learning theories, methods, and/or instructional strategies accounts for a significant proportion of the variation. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10