Tschritter, Richard Emil2024-08-152024-08-1519701970https://hdl.handle.net/1828/19939This study investigated the personality differences of three groups: first year education students, professional year students, and competent teachers. The persons who participated in this investigation were enrolled at the University of Victoria, planned to or had obtained a minimum of three years preparation including a professional year, and/or had taught five years or less in the public schools. The group of competent teachers was found to be significantly more introverted than the group of first year students on the extroversion-introversion scale of the Myers-Briggs Type Indicator. No other significant results were obtained. However several developmental trends were suggested. The three different groups involved in this investigation revealed a position of extroversion by the first year education students, a position of no decided preference for introversion or extroversion by the professional year students, to a position of introversion by the competent teachers. All three groups indicated a preference for feeling on the thinking­-feeling scale. On the judging-perceiving scale the first year students indicated a preference for judging, while the professional year students and the competent teachers indicated a preference for perceiving. A hypothetical description of the competent teacher was developed from a review of the literature and this description was compared to the profile of the competent teachers obtained by the MBTI. The responses of the competent teachers agreed with the hypothetical description of the competent teachers on the thinking-feeling and judging-perceiving scales and differed on the extroversion-introversion and sensing­ intuiting scales.50 pagesAvailable to the World Wide WebThesis