A comparative analysis of teacher personality needs and choice of teaching environment

It was the purpose of this study to determine whether significant differences in the strength of personality needs do exist between persons who elect to teach in schools serving populations of widely differing income levels. A group of teachers (N=45) from the junior and senior high school serving the most affluent area of the city of Oakland, California and from the junior and senior high school serving the most economically depressed area of Oakland, were randomly selected and volunteered to participate in this study. Raw score profiles collected by administering the Edwards Personal Preference Schedule were tabulated for each of the subjects in the two broad groups and analyzed statistically through the use of the t test. No significant differences in the mean need level for any of the fifteen personality variables of the Edwards Personal Preferences Schedule were found between female teachers serving in schools in depressed and affluent areas of the city. Similarly, no significant differences were found between male teachers serving in depressed and affluent areas of the city. No significant differences were found among female senior high school teachers serving in depressed and affluent areas of the city, nor between male senior high school teachers serving in depressed and affluent areas of the city. However, significant differences were found in mean need levels of certain of the personality variables measured by the Edwards among junior high school teachers. · Female junior high school teachers employed in the school in the depressed area of the city evidenced higher needs for Abasement (P.02) and Endurance (P.05). Female teachers of the junior high school serving the more affluent area · evidenced a significantly higher need for heterosexuality (P.02). Among male junior high school teachers it was found that teachers in the more affluent area school evidenced a higher need for Autonomy (P.05), those in the depressed area school evidenced a higher need for Affiliation (P.05). In many instances differences in mean need level among the teacher groups closely approached the .05 level of significance. A rank ordering of needs also revealed that among various teacher groups studied, the groups did differ in priority of personality needs. For example, teachers in the depressed area schools expressed in equal strength the needs of Change, Nurturance, Achievement and Intraception. For the teachers in the affluent area schools one need, Change, dominated all other personality needs. Cross-group comparisons of the five highest ranking needs indicated that teachers working in schools in depressed areas of the city shared more needs in common with each other than with teachers working at the same level in the more affluent area of the city. This investigation provided information which, while limited, seems to offer justification for the future study of the relationship of teacher personality needs and choice of teaching environment. It is strongly recommended that further studies be made of the needs of teachers working in distinctly different settings. Such a study should include many more subjects and be of a non-voluntary nature. · Enough data was secured to indicate that, at least among junior high school teachers, there are significant differences in several of the personality needs of teachers working in differing economic areas. The nature of teacher personality needs, the effect that such needs may have on teacher expectations and effectiveness with students is a subject that cannot reasonably be ignored by those working with teachers currently employed in the schools and by those concerned with the selection of teachers for the schools.